000 01678cam a2200241 4500500
005 20250112054103.0
041 _afre
042 _adc
100 1 0 _aFrandji, Daniel
_eauthor
700 1 0 _a Indarramendi, Cintia
_eauthor
245 0 0 _aPossibilities of sociology in areas of expertise
260 _c2019.
500 _a33
520 _aThis article is based on a study commissioned by a local authority willing to “evaluate”, in order to improve, its educational policy. This policy consists in an important “project” aiming to group the abundant complementary educational offer available to the schools established in its territory. Study of the conditions of the survey, its results and its reception allows us to question what is now expected (and implied) in such studies: the types of problems that a collectivity such as this allows itself to recognize, and those which it fails to recognize by considering them to be out of its scope of action. It also contributes to explore the relevance, the possibilities and the difficulties for researchers, in this case sociologists, to respond to orders for public studies, which tend to multiply, but which the institutional and academic worlds seem to agree on and resolve to consider as requests for a work of “expertise”.
690 _aevaluation
690 _acompetence
690 _asocial inequality
690 _aeducation policy
690 _alocal community
690 _asociology of education
786 0 _nRevue française de pédagogie | o 200 | 3 | 2019-04-30 | p. 33-41 | 0556-7807
856 4 1 _uhttps://shs.cairn.info/journal-revue-francaise-de-pedagogie-2017-3-page-33?lang=en
999 _c213042
_d213042