École et précarité familiale : quelles frontières invisibles entre parents et enseignants ? (notice n° 1116991)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 03079cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250413021532.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Périer, Pierre |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | École et précarité familiale : quelles frontières invisibles entre parents et enseignants ? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2019.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 9 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | En France, l’idée d’associer les parents et l’école s’impose désormais comme une évidence au travers de politiques de coopération en direction notamment des « plus éloignés de l’école ». Les familles précaires sont « ciblées » car jugées trop en décalage ou en retrait, tant sur le plan du suivi scolaire de l’élève que dans la relation avec les enseignants. Ce texte s’intéresse à dépasser le point de vue institutionnel en montrant l’existence de frontières invisibles qui séparent les acteurs, limitent les possibilités de coopération et suscitent la mésentente. Il s’appuie sur une enquête de trois années auprès de trente parents de condition précaire ou issus de l’immigration et habitant un quartier dit prioritaire. Si les seuils et murs de l’école tracent des frontières spatiales, la frontière sociologique fabrique « un cadre qui a ses propres normes » (Simmel, 2010). En ce sens, la contribution des parents semble dépendre de ce que l’école peut reconnaître mais avec le risque de disqualifier ou d’exclure les formes d’action les plus étrangères à la logique scolaire. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | In France, the idea of involving parents and the school is now obvious as a result of cooperation policies aimed particularly at those who are "furthest away from school". The precarious families are "targeted" because they are judged to be too out of sync or withdrawn, as much in terms of the pupil’s schooling as in the relationship with the teachers. This text seeks to go beyond the institutional point of view by showing the existence of invisible boundaries that separate the actors, limit the possibilities of cooperation and cause misunderstanding. It is based on a three-year survey of thirty parents of precarious or immigrant status living in a neighborhood called priority. If the thresholds and walls of the school draw spatial boundaries, the sociological boundary produces "a framework that has its own standards" (Simmel, 2010). In this sense, the parents’ contribution seems to depend on what the school can recognize but with the risk of disqualifying or excluding the forms of action that are the most foreign to the school logic. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | coopération |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | école |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | frontières |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | parents |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | précarité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | boundaries |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cooperation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | parents |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | poverty |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue internationale de l'éducation familiale | 44 | 2 | 2019-04-01 | p. 25-43 | 1279-7766 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-revue-internationale-de-l-education-familiale-2018-2-page-25?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-revue-internationale-de-l-education-familiale-2018-2-page-25?lang=fr&redirect-ssocas=7080</a> |
Pas d'exemplaire disponible.
Réseaux sociaux