Equal Opportunity Providers’ Critical Diagnoses and Pedagogical Remedies Regarding the School
Pavie, Alice
Equal Opportunity Providers’ Critical Diagnoses and Pedagogical Remedies Regarding the School - 2022.
99
Criticism of the public school system is often presented as coming from two distinct political camps. Reformists advocate a modernisation of the school institution. Conservatives prefer a return to a mythical republican school. This paper proposes to question this binary division based on a field survey of associative actors: the “equal opportunity providers”. Their activity consists in accompanying pupils from priority education who are defined as “deserving”. They share the idea that school alone is not able to guarantee their success, but they claim contrasting diagnoses and remedies. Their approaches are differentiated along two dimensions: one relates to their vision of what school/society relations should be, the other to their reading of the shortcomings of the school system. Their intersection allows us to analyse the four pedagogical models that characterise the associations surveyed and to draft an alternative framework for reading the critical discourse against the school.
Equal Opportunity Providers’ Critical Diagnoses and Pedagogical Remedies Regarding the School - 2022.
99
Criticism of the public school system is often presented as coming from two distinct political camps. Reformists advocate a modernisation of the school institution. Conservatives prefer a return to a mythical republican school. This paper proposes to question this binary division based on a field survey of associative actors: the “equal opportunity providers”. Their activity consists in accompanying pupils from priority education who are defined as “deserving”. They share the idea that school alone is not able to guarantee their success, but they claim contrasting diagnoses and remedies. Their approaches are differentiated along two dimensions: one relates to their vision of what school/society relations should be, the other to their reading of the shortcomings of the school system. Their intersection allows us to analyse the four pedagogical models that characterise the associations surveyed and to draft an alternative framework for reading the critical discourse against the school.
Réseaux sociaux