Micro-violences et inclusion scolaire : le quotidien ordinaire des AESH et AESH-Référents (notice n° 1630857)
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| fixed length control field | 03154cam a2200337 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260111104307.0 |
| 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 | Suau, Géraldine |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Micro-violences et inclusion scolaire : le quotidien ordinaire des AESH et AESH-Référents |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2025.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 39 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Cet article propose d’explorer les micro-violences (Lemoine, 2017 ; Muller et Perez, 2024a ; Perez, 2024a) au sein de l’institution scolaire, et plus spécifiquement celles exercées sur les Accompagnants des élèves en situation de handicap (AESH) et les AESH-Référents (AESH-Réf.). Alors que la littérature s’accorde sur le fait que ces fonctions d’accompagnement, récemment instaurées pour répondre aux besoins de l’éducation inclusive, font souvent l’objet d’une faible reconnaissance professionnelle (Suau, 2024b ; Toullec et Granger, 2023 ; Toullec et Suau, 2024), nous proposons de mettre au jour, à partir d’une analyse secondaire qualitative (Heaton, 2004 ; Duchesne, 2010), quelques micro-violences dans leur quotidien. Nous les discutons ensuite au regard des tensions entre des injonctions institutionnelles de la promotion d’une culture de collaboration nécessaire à la mise en œuvre d’une école pour tous et celles des dynamiques de pouvoir abusives, amenant les agents d’une institution à basculer dans un mode d’oppression liée à une agentivité empêchée. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article aims to explore micro-violence (Lemoine, 2017; Muller & Perez, 2024a; Perez, 2024a) within the educational institution, specifically those experienced by Accompagnants des élèves en situation de handicap (AESH) and AESH-Referents (AESH-Ref.). While academic literature agrees that these recently established support roles, created to address the needs of inclusive education, often suffer from low professional recognition (Suau, 2024b; Toullec & Granger, 2023; Toullec & Suau, 2024), we propose to uncover, through a secondary qualitative analysis (Heaton, 2004; Duchesne, 2010), some of the micro-violence in their daily lives. We then discuss these micro-violences in light of the tensions between institutional imperatives to promote a culture of collaboration necessary for the implementation of an inclusive school for all, and the dynamics of abusive power that push institutional agents into a mode of oppression linked to hindered agency. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | AESH |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | AESH-Référents |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Agentivité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Éducation inclusive |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Micro-violences |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Reconnaissance |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Relations interpersonnelles |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | AESH |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | AESH-Referents |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Agency |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Inclusive education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Interpersonal relationships |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Micro-violence |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Recognition |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La nouvelle revue - Éducation et société inclusives | 103 | 2 | 2025-12-09 | p. 12-21 | 2609-5211 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2025-2-page-12?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-la-nouvelle-revue-education-et-societe-inclusives-2025-2-page-12?lang=fr&redirect-ssocas=7080</a> |
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