Les études curriculaires dans le monde anglo-saxon, analyse de leur évolution (notice n° 384239)
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| fixed length control field | 03788cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250119025004.0 |
| 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 | Lessard, Claude |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Les études curriculaires dans le monde anglo-saxon, analyse de leur évolution |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2019.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 74 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Ce texte analyse l’évolution du champ anglo-saxon des études curriculaires, dominé par les États-Unis. Son interdisciplinarité, son hybridité, son académisation au sein des sciences de l’éducation, l’influence des « cultural studies » et l’internationalisation du champ sont mis en avant pour rendre compte à la fois de sa vitalité et de sa difficile régulation. Le texte propose de cerner la notion anglo-saxonne de curriculum et relate les grandes étapes de l’évolution historique du champ anglo-saxon des études curriculaires. Il décrit comment le champ, né aux États-Unis à la fin du xixe siècle, a accompagné l’expansion de l’enseignement secondaire et la construction d’un système d’éducation de masse. En ce sens, il a d’abord été une pratique soumise à des impératifs sociétaux de transition vers une civilisation industrielle, urbaine et plurielle, davantage qu’une théorie. Puis, il s’est académisé en contexte universitaire dans l’après-guerre, pour plus récemment se déployer dans de multiples directions, dont celle des « cultural studies », et s’internationaliser. Aussi, nous nous interrogeons sur l’écart entre une « théorie » multidisciplinaire, riche en diversité, mais aussi à haut risque d’implosion, et une « pratique », notamment celle inspirée du mouvement des « standards », qui réduit le sens du curriculum à une course à la performance. En conclusion, des éléments d’interprétation de cette évolution sont discutés. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This paper analyses the evolution of the anglo-saxon field of curricular studies, dominated by the United States. Its interdisciplinarity, its hybrid nature, its institutionalisation within educational sciences, the influence of “cultural studies” and the internationalisation of the field are highlighted to explain both its dynamism and the difficulties in regulating it. The paper defines the English notion of curriculum and traces the main stages in the history of the evolution of the study of this field. It shows how, born in the United States at the end of the 19th century, it accompanied the expansion of secondary education and the development of a mass education system. In that sense it was first a practice accompanying the social transition towards an industrial, urban and plural society rather than a theory. Then it institutionalised itself within the post-war university, has more recently developed in multiple directions, among them the field of “cultural studies”, and has become international. We will also study the gap between a multidisciplinary “theory”, rich in variety, but at high risk of implosion, and a “practice”, for example that inspired by the movement for “standards”, that reduces the meaning of a curriculum to that of a race for performance. Elements for the interpretation of this evolution conclude the paper. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | internationalisation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | académisation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | standards |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | curriculum |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | théorie et pratique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | internationalisation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | standards |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | curriculum |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | institutionalisation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | theory and practice |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Carrefours de l'éducation | 47 | 1 | 2019-06-13 | p. 99-126 | 1262-3490 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-carrefours-de-l-education-2019-1-page-99?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-carrefours-de-l-education-2019-1-page-99?lang=fr&redirect-ssocas=7080</a> |
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