Rapports de pouvoir et espaces de travail dans le processus de reconnaissance professionnelle : exemple de deux collèges REP+ (notice n° 387428)
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| fixed length control field | 03136cam a2200325 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250119030329.0 |
| 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 | Maleyrot, Éric |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Rapports de pouvoir et espaces de travail dans le processus de reconnaissance professionnelle : exemple de deux collèges REP+ |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2024.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 11 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | L’article étudie les processus de construction de la reconnaissance professionnelle des enseignants de deux collèges situés en Réseau d’Éducation Prioritaire renforcé. Après avoir mis en évidence les liens entre rapports de pouvoir (Bourdieu), solidarité organique (Durkheim) et reconnaissance (Honneth), l’étude souligne l’intérêt de considérer les espaces fonctionnels, matériels et sociaux des établissements scolaires. Outre des observations in situ, les entretiens restituent les capacités réflexives et critiques des acteurs qui permettent aux enseignants d’avoir prise ou non sur ces espaces, en fonction de leur travail de coopération avec les chefs d’établissement présenté comme central d’après les Politiques d’Éducation Prioritaire (PEP). Les résultats montrent ainsi le lien entre le sentiment de reconnaissance et l’investissement par les acteurs des espaces fonctionnels et matériels où ils exercent. L’ensemble invite à étudier les conditions de possibilité d’une division du travail produisant de la solidarité, selon un processus entrevu par Durkheim. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | After having shown the links between power relations (Bourdieu), organic solidarity (Durkheim) and recognition (Honneth), this paper highlights the value of focusing on the functional, material and social spaces in use in schools. The research is based on in situ observation and in-depth interviews which capture the reflexive and critical capacities of the agents who enable teachers to have control or not over these spaces and their allocation, according to their work in coopersting with the principals of these schools, an essentisl element according to the PEP principles guiding Eucational Priority Policies. Our results thus show the link between a feeling of recognition and the appropriation by the agents of the different functional and material spaces where they work. The overall conclusion is an invitation to think about the conditions making the division of work produce solidarity possible, according to a process Durkheim had insights into. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | chef d’établissement scolaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | enseignant |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | établissement d’enseignement |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pouvoir |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | sociologie de l’éducation |
| 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 | éducation prioritaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school sociology |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school principal |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | power |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school teacher |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | recognition. |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Urbanski, Sébastien |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Carrefours de l'éducation | 57 | 1 | 2024-05-29 | p. 213-228 | 1262-3490 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-carrefours-de-l-education-2024-1-page-213?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-carrefours-de-l-education-2024-1-page-213?lang=fr&redirect-ssocas=7080</a> |
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