Equal Opportunity Providers’ Critical Diagnoses and Pedagogical Remedies Regarding the School (notice n° 591304)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 01797cam a2200253 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121145316.0 |
| 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 | Pavie, Alice |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Equal Opportunity Providers’ Critical Diagnoses and Pedagogical Remedies Regarding the School |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2022.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 99 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Criticism of the public school system is often presented as coming from two distinct political camps. Reformists advocate a modernisation of the school institution. Conservatives prefer a return to a mythical republican school. This paper proposes to question this binary division based on a field survey of associative actors: the “equal opportunity providers”. Their activity consists in accompanying pupils from priority education who are defined as “deserving”. They share the idea that school alone is not able to guarantee their success, but they claim contrasting diagnoses and remedies. Their approaches are differentiated along two dimensions: one relates to their vision of what school/society relations should be, the other to their reading of the shortcomings of the school system. Their intersection allows us to analyse the four pedagogical models that characterise the associations surveyed and to draft an alternative framework for reading the critical discourse against the school. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pedagogy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | education industry |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | equal opportunity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | priority education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pedagogy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | education industry |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | equal opportunity |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | priority education |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Terrains & travaux | o 41 | 2 | 2022-12-15 | p. 71-98 | 1627-9506 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-terrains-et-travaux-2022-2-page-71?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-terrains-et-travaux-2022-2-page-71?lang=en&redirect-ssocas=7080</a> |
Pas d'exemplaire disponible.
Réseaux sociaux