The Origins of the National Council of Programs (1983-1990): Instruments and Actors of a New Governance of the Contents of Lessons (notice n° 212579)
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control field | 20250112053947.0 |
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 | Heurdier, Lydie |
Relator term | author |
245 00 - TITLE STATEMENT | |
Title | The Origins of the National Council of Programs (1983-1990): Instruments and Actors of a New Governance of the Contents of Lessons |
260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
Date of publication, distribution, etc. | 2017.<br/> |
500 ## - GENERAL NOTE | |
General note | 16 |
520 ## - SUMMARY, ETC. | |
Summary, etc. | The creation of the National Program Council (NPC) in 1990 marks a double break in the history of education program reforms. The first relates to the temporality and institutional framework of program transformations: the NPC is the instrument of a coordinated, global and simultaneous reform of all disciplines according to common and transversally applicable principles. The second is a change in the balance of power between the players involved in the reforms: the creation of the NPC results in the fact that the General Inspectorate and associations of specialists were put aside for the benefit of the NPC, the minister's office and the educational departments of the ministry . To explain this double break, this article studies the mechanisms of legitimation, commissions and reports, as well as the individual and collective players who led to the creation of the NPC. It demonstrates what the symbolic effectiveness of these schemes owes to their systemic and global approach of contents, to the strong political support they receive, to their openness to players usually excluded from the debate on programs and to the mobilization of scientific legitimacy in competition with pedagogical and disciplinary legitimacy. Finally, this article shows the contradictions of a system oscillating between autonomy and political exploitation of scientific legitimacy and their consequences on the future NPC. |
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
Topical term or geographic name as entry element | curriculum reform |
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
Topical term or geographic name as entry element | content of learning |
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
Topical term or geographic name as entry element | educational administration |
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
Topical term or geographic name as entry element | educational expert |
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
Topical term or geographic name as entry element | France |
700 10 - ADDED ENTRY--PERSONAL NAME | |
Personal name | Clément, Pierre |
Relator term | author |
786 0# - DATA SOURCE ENTRY | |
Note | Revue française de pédagogie | o 195 | 2 | 2017-11-08 | p. 5-24 | 0556-7807 |
856 41 - ELECTRONIC LOCATION AND ACCESS | |
Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2016-2-page-5?lang=en">https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2016-2-page-5?lang=en</a> |
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