Supervising the religiosity of students at school since 2004. From the law to its implementation (notice n° 584664)
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|---|---|
| fixed length control field | 01327cam a2200157 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121142500.0 |
| 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 | Le Meur, Chloé |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Supervising the religiosity of students at school since 2004. From the law to its implementation |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2019.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 40 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Since September 2004, the law allows pupils to wear inconspicuous religious symbols, and prohibits conspicuous religious symbols within the French public primary and secondary school system. How agents working inside the school system are then distinguishing between conspicuous or inconspicuous, the allowed from the forbidden, in their daily enforcement of the law. The aim of this article is to identify the criteria created and mobilised by these agents to evaluate the pupils’ dress codes and the pupils’ religious expression. The investigation shows a clear practical proximity between two categories of belongings, the one of religious symbols and the one regarding community affiliation, and enables us to question the very nature of what is being evaluated by the agents. |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Sociologies pratiques | o 39 | 2 | 2019-10-31 | p. 45-55 | 1295-9278 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-sociologies-pratiques-2019-2-page-45?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-sociologies-pratiques-2019-2-page-45?lang=en&redirect-ssocas=7080</a> |
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