000			01787cam a2200265 4500500
005			20250112025002.0
041			_afre
042			_adc
100	1	0	_aHilbold, Mej _eauthor
700	1	0	_a Geffard, Patrick _eauthor
245	0	0	_aWhat objects of desire at high school?
260			_c2016.
500			_a32
520			_aThis article reports some results of one of the mechanisms set up in a collective research project on high school “dropout,” or as we call it, on the phenomenon of reciprocal “disconnecting” between high school students and teaching staff. This arrangement brought together middle school teachers invited to participate in a focus group with the two teacher-researcher authors of the article. Intrusion and porosity between private and public spaces, family, and school, are brought to light, and we link them with our assumption of a need to provide teachers with teams, places, and facilities for the development of their practice. Some power issues associated with gender were interpreted via the way our pair of facilitators was working, as indicating the relational modalities between teachers and high school students. The collective dimension of research and the work of the pair of facilitators sparked analytical effects similar to those that can be generated by any arrangement producing speech vis-à-vis a third party.
690			_apractice development devices
690			_agender
690			_aschool dropout
690			_aprivate/public spaces
690			_aPrivate/public spaces
690			_aPractice development devices
690			_aSchool dropouts
690			_aGender
786	0		_nCliopsy | 16 | 2 | 2016-10-01 | p. 55-70 | 2100-0670
856	4	1	_uhttps://shs.cairn.info/journal-cliopsy-2016-2-page-55?lang=en
999			_c147439 _d147439