| 000 | 01328cam a2200229 4500500 | ||
|---|---|---|---|
| 005 | 20250202081516.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aRabier, Marion _eauthor |
| 700 | 1 | 0 |
_a Penissat, Étienne _eauthor |
| 245 | 0 | 0 | _a(Dis)Order and Discipline |
| 260 | _c2007. | ||
| 500 | _a7 | ||
| 520 | _aBased on ethnographical studies of two « suburban » secondary schools, this paper aims at giving an account of how supervision and sanction mechanisms are built, showing that disciplinary policies concern all actors of secondary schools. Adult legitimacy regarding such issues is not only a question of status. Resources such as social or geographical origins, language and age closeness also matter. Unified policies are difficult to establish due to an unequal distribution of resources favouring, or not, adult legitimacy and division of roles. Under such conditions, students have resources to curb or even reverse a sanction or a norm imposed by adults. | ||
| 690 | _asupervision mechanisms | ||
| 690 | _aresources | ||
| 690 | _alegitimacy | ||
| 690 | _adisciplinary order | ||
| 690 | _aauthority | ||
| 786 | 0 | _nEthnologie française | 37 | 4 | 2007-10-12 | p. 615-621 | 0046-2616 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-ethnologie-francaise-2007-4-page-615?lang=en&redirect-ssocas=7080 |
| 999 |
_c1061593 _d1061593 |
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