000			01797cam a2200253 4500500
005			20250121145316.0
041			_afre
042			_adc
100	1	0	_aPavie, Alice _eauthor
245	0	0	_aEqual Opportunity Providers’ Critical Diagnoses and Pedagogical Remedies Regarding the School
260			_c2022.
500			_a99
520			_aCriticism of the public school system is often presented as coming from two distinct political camps. Reformists advocate a modernisation of the school institution. Conservatives prefer a return to a mythical republican school. This paper proposes to question this binary division based on a field survey of associative actors: the “equal opportunity providers”. Their activity consists in accompanying pupils from priority education who are defined as “deserving”. They share the idea that school alone is not able to guarantee their success, but they claim contrasting diagnoses and remedies. Their approaches are differentiated along two dimensions: one relates to their vision of what school/society relations should be, the other to their reading of the shortcomings of the school system. Their intersection allows us to analyse the four pedagogical models that characterise the associations surveyed and to draft an alternative framework for reading the critical discourse against the school.
690			_apedagogy
690			_aeducation industry
690			_aequal opportunity
690			_apriority education
690			_apedagogy
690			_aeducation industry
690			_aequal opportunity
690			_apriority education
786	0		_nTerrains & travaux | o 41 | 2 | 2022-12-15 | p. 71-98 | 1627-9506
856	4	1	_uhttps://shs.cairn.info/journal-terrains-et-travaux-2022-2-page-71?lang=en&redirect-ssocas=7080
999			_c591304 _d591304