| 000 | 01753cam a2200289 4500500 | ||
|---|---|---|---|
| 005 | 20250112042603.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aBonnéry, Stéphane _eauthor |
| 245 | 0 | 0 | _aFrench schools and COVID-19 |
| 260 | _c2020. | ||
| 500 | _a31 | ||
| 520 | _aAu printemps 2020, le système scolaire français a été confronté à la situation inédite du confinement à cause de la Covid-19. Les mesures d’urgence pour assurer la « continuité pédagogique » sont portées par des logiques antérieures, loin d’être neutres sur les plans économique, politique et pédagogique. De même, les mesures de reprise après le déconfinement ressemblent à des réformes structurelles qui menacent la scolarité unique pour les enfants de toutes les classes sociales. | ||
| 520 | _aIn the spring of 2020, the French school system was faced with an unprecedented situation of a nation-wide lockdown in the wake of the COVID-19 pandemic. The emergency measures to ensure “pedagogical continuity” were born out of pre-existing logics that are far from neutral in economic, political and educational terms. Likewise, post-lockdown recovery measures resemble structural reforms that put the promise of equal education opportunities for all children, no matter their social class, in jeopardy. | ||
| 690 | _aCOVID-19 | ||
| 690 | _aschool | ||
| 690 | _aschool reforms | ||
| 690 | _adistance learning | ||
| 690 | _ainequality | ||
| 690 | _aSchool | ||
| 690 | _aCovid-19 | ||
| 690 | _aschool reforms | ||
| 690 | _adistance learning | ||
| 690 | _ainequality | ||
| 786 | 0 | _nLa Pensée | 402 | 2 | 2020-08-10 | p. 177-186 | 0031-4773 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-la-pensee-2020-2-page-177?lang=en |
| 999 |
_c183979 _d183979 |
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