An overview of teaching practices through the prism of the goal of schools and the evolution of young people (notice n° 478113)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02638cam a2200157 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121065407.0 |
| 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 | Barrère, Anne |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | An overview of teaching practices through the prism of the goal of schools and the evolution of young people |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2023.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 26 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This Report aims to contribute to the epistemological and political renewal of questions regarding schools. It aims to characterize contemporary pedagogical developments, as organized by compulsory schooling, both by rediscovering a broad reflection on the links between pedagogy and the goals of schools—beyond the opposition of learning methods measured by performance—and by focusing on transformations in the relations between generations. Today, the goals of schools place young people and their experiences, aspirations and face-to-face encounters with societal injunctions—the pressure to succeed, to perform, calls for individual autonomy, affirmation and singular expression—at the center of the thought process. How do schools and their staff deal with their pupils?While the articles are based on surveys in France, where schools are part of the nation-building process and its project for equal opportunity, the relationship between schools, youth and society and their mutual expectations are not limited to France. The confrontation between a school culture, with its disciplinary choices and objects of knowledge and youth cultural practices outside the school is common to all educational systems. These contributions confirm the pedagogical importance of the relationship between school culture and the variety of practices and customs of pupils inside and outside school. The separation between school and the outside world, which is an integral part of the French project, is reconfigured on a daily basis by the pedagogical choices made in both primary and secondary classes. The various stakeholders involved in the process bring a range of professional skills to the table, with coordination being achieved via organizational, socio-technical and pedagogical measures. The Report also looks at the temporalities between imposed schooling and chosen leisure activities, in the long and successive timeframe of school levels. Researchers must focus on these practices as the richness and dynamism of day-to-day responses to everyday school life predominate. |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Education et sociétés | o 50 | 2 | 2023-09-07 | p. 5-15 | 1373-847X |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-education-et-societes-2023-2-page-5?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-education-et-societes-2023-2-page-5?lang=en&redirect-ssocas=7080</a> |
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