S’exprimer pour s’accorder (notice n° 1633350)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02880cam a2200313 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260111114532.0 |
| 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 | Legavre, Amélia |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | S’exprimer pour s’accorder |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2026.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 82 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | L’article évoque des pratiques de gestion de classe dites « expressives », réglant les désaccords par l’écoute des ressentis des élèves et évitant le recours à la sanction. Ces pratiques, justifiées en partie par un souci de bien-être des enfants, sont-elles pour autant accueillies favorablement par ces derniers ? Peuvent-elles susciter des résistances de leur part ? L’article explore ces questions en observant la réception des pratiques expressives de gestion de classe par des élèves âgés de 9 à 12 ans, scolarisés dans deux écoles privées hors contrat dans lesquelles ces pratiques sont particulièrement présentes. Les résultats montrent des appropriations différenciées par les enfants, entre adhésion, prise de distance critique et investissement selon des logiques propres, éloignées de celles des enseignants. Ces observations suggèrent une complexification du travail émotionnel demandé aux élèves au travers des pratiques expressives de gestion de classe. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The article discusses expressive classroom management practices that resolve disagreements by listening to students’ emotions and by avoiding the use of sanctions. Do students positively welcome these practices, partly justified by a concern for the children’s well-being? Could such practices provoke any form of students’ "resistance"? The article explores these questions by examining how students aged 9 to 12, enrolled in two independent private schools, where expressive classroom management practices are particularly prevalent, receive such practices. Results show that children appropriate these practices to varying degrees, from compliancee to critical distancing and engagement based upon their own rationales that differ from teachers’ expectations. These observations highlight the increasing complexity of the emotional work required of students through expressive classroom management practices. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | école primaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | émotions |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | gestion de classe |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | inégalités scolaires |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pédagogies alternatives |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | travail émotionnel |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | alternative pedagogy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | class management |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | educational inequalities |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | emotional work |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | emotions |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | primary school |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue des politiques sociales et familiales | 155 | 3 | 2026-01-06 | p. 121-137 | 2431-4501 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-revue-des-politiques-sociales-et-familiales-2025-3-page-121?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-revue-des-politiques-sociales-et-familiales-2025-3-page-121?lang=fr&redirect-ssocas=7080</a> |
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