School and family precariousness: What invisible boundaries between parents and teachers? (notice n° 567160)
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|---|---|
| fixed length control field | 01785cam a2200217 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121130134.0 |
| 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 | Périer, Pierre |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | School and family precariousness: What invisible boundaries between parents and teachers? |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2019.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 12 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | In France, the idea of involving parents and the school is now obvious as a result of cooperation policies aimed particularly at those who are “furthest away from school”. The precarious families are “targeted” because they are judged to be too out of sync or withdrawn, as much in terms of the pupil’s schooling as in the relationship with the teachers. This text seeks to go beyond the institutional point of view by showing the existence of invisible boundaries that separate the actors, limit the possibilities of cooperation and cause misunderstanding. It is based on a three-year survey of thirty parents of precarious or immigrant status living in a neighborhood called priority. If the thresholds and walls of the school draw spatial boundaries, the sociological boundary produces “a framework that has its own standards” (Simmel, 2010). In this sense, the parents’ contribution seems to depend on what the school can recognize but with the risk of disqualifying or excluding the forms of action that are the most foreign to the school logic. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cooperation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | parents |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | boundaries |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | poverty |
| 786 0# - DATA SOURCE ENTRY | |
| Note | La revue internationale de l’éducation familiale | o 44 | 2 | 2019-04-01 | p. 25-43 | 1279-7766 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-la-revue-internationale-de-l-education-familiale-2018-2-page-25?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-la-revue-internationale-de-l-education-familiale-2018-2-page-25?lang=en&redirect-ssocas=7080</a> |
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