000			02005cam a2200325 4500500
005			20250112060907.0
041			_afre
042			_adc
100	1	0	_aPelhate, Julie _eauthor
245	0	0	_aTeachers’ Council in Geneva Primary Schools
260			_c2022.
500			_a51
520			_aFaced with pupils identified by professionals (teachers, directors, educators, school nurses) as having difficulties (academic or behavioural) in Geneva primary schools, teachers no longer act alone. In the interests of fairness, global consideration of the child and inclusion of the pupil, school professionals are adopting a posture of individualisation of care which requires them to meet in person. The empirical basis of this article is the study of a type of meeting that constitutes the inter-institutional partnership within the Geneva priority education network (REP): the teachers’ councils, within which various interpretative registers (family, culturalist, meritocratic and psychomedical) are mobilised and contribute to the process of guiding the pupil’s school trajectory. In fine, the article points out the limits of this activity and shows that the arguments and anecdotes deployed, in a concern to individualize care, not only feed a normative judgement on parental practices but also feed a real school record of the pupil, which can be mobilized at different moments of his trajectory.
690			_aindividualisation
690			_aschool
690			_aparents
690			_astudents
690			_aprevention
690			_aGeneva canton
690			_ainclusion
690			_aindividualisation
690			_aschool
690			_aparents
690			_astudents
690			_aprevention
690			_aGeneva canton
690			_ainclusion
786	0		_nRevue des politiques sociales et familiales | 142-143 | 1 | 2022-06-22 | p. 65-81 | 2431-4501
856	4	1	_uhttps://shs.cairn.info/journal-revue-des-politiques-sociales-et-familiales-2022-1-page-65?lang=en
999			_c224635 _d224635