16

Éducation et Sociétés has always alternated reports which revisit traditional issues and reports on emerging issues. Issues two and three focused on the sociology of childhood. This theme was aligned with the journal’s goals of distinguishing between socialisation and schooling. This field has developed significantly since and has become autonomous. An interview with Régine Sirota, who coordinated this report, enables us today to retrace this movement: the assertion of scientific issues, the constitution of a legitimacy in the university environment, recognition of an expertise in the public domain. To bring out the specificities of this examination, it was therefore necessary to temporarily put aside relations between social classes. This debate is today reappearing in intersectionality perspectives which are studying the way in which people construct their identity in a framework which juxtaposes traditional social inequalities and discriminations linked to ethnic origins, to cultural and religious traditions.