L'école d'État conquiert la France PDF Download

Author: Jean-Michel Chapoulie
Publisher: PU Rennes
ISBN:
Category : Education
Languages : fr
Pages : 620

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Book Description
Synthèse portant sur l'évolution de la scolarisation et les transformations de l'organisation scolaire entre le début du XIXe siècle et la Ve République. Parallèlement au développement de l'école publique, les finalités de l'enseignement se modifient : à des écoles s'adressant spécifiquement à une classe sociale et un sexe se substitue une organisation scolaire définie en référence à l'emploi.

Author: Jean-Michel Chapoulie
Publisher:
ISBN:
Category :
Languages : fr
Pages : 614

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Author: Angela Barthes
Publisher: John Wiley & Sons
ISBN: 1119516536
Category : Education
Languages : en
Pages : 267

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Book Description
The book weaves the story of the complex links between education and its territories. The aim here is to examine the education couple - understood in the broadest sense: school, college, high school, universities - and territory, according to three main axes: the history and the characterization of the different ties maintained And which the school and its territory always maintain; That of the categorization and characterization of the territories in which the school is situated, of the educational policies - both explicit and grassroots - connected with it and their effects on the school; That of recent pedagogical, didactic and organizational innovations. The book is based on French specialists in territorial education issues.

Author: Harry Gamble
Publisher: U of Nebraska Press
ISBN: 149622597X
Category : Education
Languages : en
Pages : 380

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Book Description
Harry Gamble examines the controversies of political and educational reform in French West Africa from the early to mid-twentieth century.

Author: Miranda Sachs
Publisher: Oxford University Press
ISBN: 0197638457
Category : Child labor
Languages : en
Pages : 257

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Book Description
In the final decades of the nineteenth century, the French Third Republic attempted to carve out childhood as a distinct legal and social category. Previously, working-class girls and boys had labored and trained alongside adults. Concerned about future citizens, lawmakers expanded access to education, regulated child labor, and developed child welfare programs. They directed working-class youths to age-segregated spaces, such as vocational schools or juvenile prisons. With these policies, they distinguished the youthful worker from the adult worker and the juvenile delinquent from the adult criminal. Through their emphasis on age, these policies defined childhood as a universal stage of life. And yet, they also reproduced inequalities in the experience of childhood. In An Age to Work, Miranda Sachs considers the role of the welfare state in reinforcing class and gender-based divisions within childhood. She argues that agents of the welfare state, such as child labor inspectors and social workers, played a crucial role in standardizing the path from childhood to the workforce. By enforcing age-based rules, such as child labor laws, they attempted to protect working class children. But they also policed these chidren's productivity and enforced gender-specific labor practices. An Age to Work also enters the streets and apartments of working-class Paris to examine how the laboring classes envisioned and experienced childhood. Although working-class parents continued to see childhood as a more fluid category, they agreed with state actors that their offspring should grow up to be productive. They too mobilized the welfare state to ensure this outcome. By interrogating these diverse perspectives, An Age to Work reveals that the same sort of welfare system that created social hierarchies in France's colonies reinforced the class system at home.

Author: Johannes Westberg
Publisher: Springer
ISBN: 3030135705
Category : Education
Languages : en
Pages : 390

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Book Description
This book examines school acts in the long nineteenth century, traditionally considered as milestones or landmarks in the process of achieving universal education. Guided by a strong interest in social, cultural, and economic history, the case studies featured in the book rethink the actual value, the impact, and the ostensible purpose of school acts. The thirteen national case studies focus on the manner in which school acts were embedded in their particular historical contexts, offering a comprehensive and multidisciplinary overview of school acts and the role they played in the rise of mass schooling. Drawing together research from countries across the West, the editors and contributors analyse why these acts were passed, as well as their content and impact. This seminal collection will appeal to students and scholars of school acts and the history of mass schooling. Chapter 9 of this book is available open access under a CC BY 4.0 license at link.springer.com

Author: Xavier Dumay
Publisher: Taylor & Francis
ISBN: 1000773736
Category : Education
Languages : en
Pages : 186

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Book Description
Focusing on the historical development of the teaching profession, this book explores how the relationship between education and the formation of modern nation states has influenced both the status of the profession as a whole and the differential status accorded to different kinds of teachers within it. Addressing different national and international contexts with seven distinct case studies, the book provides a comparative analysis of the long-term trajectories that illuminate the nature of teaching as a public profession, and demonstrates the variety of forms that labour markets have taken in different contexts. Offering new and up-to-date international analysis at a critical time for the field of teacher research, when recruitment into the profession and retention are major challenges, the volume will be of interest to scholars, researchers and doctoral students engaged in teacher research and comparative and international education more broadly. Those involved with education policy and politics will also benefit from reading this volume.

Author: Pierre Albertini
Publisher: Hachette Education
ISBN: 9782011403216
Category :
Languages : fr
Pages : 239

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Book Description
Ce livre est une synthese de l'histoire de notre systeme scolaire depuis le debut du xixe siecle. L'auteur s'interesse a tous les niveaux d'enseignement de la maternelle a l'universite, a toutes les disciplines scolaires et a tous les effets sociaux de l'enseignement. L'ouvrage met en avant les interrelations qui unissent en permanence l'Ecole et la societe globale, de la mainmise de l'Eglise a la Restauration en passant par la veritable revolution des lois de Jules Ferry jusqu'a la massification de l'enseignement secondaire puis superieur a partir des annees 1960. Il se termine par une etude de la place du systeme scolaire dans la grave crise que la France connait aujourd'hui. Sommaire: 1re partie: la fin de l'Ancien Regime scolaire (1800-1879) 1. Etat des lieux: deux publics, deux ecoles 2. Contenus scolaires: rudiments ou humanites 3. L'affirmation du professeur et du maitre d'ecole 4. Les polemiques sur l'Ecole 2e partie: le siecle de Jules Ferry 5. La revolution des republicains pedagogues 6. L'Ecole primaire de la Republique 7. L'apogee de l'enseignement classique 8. Un enseignement superieur positiviste et malthusien 9. L'age des maitres 10. Un traumatisme sans precedent: l'Occupation et Vichy (1940-1944) 3e partie: le temps des turbulences 11. La massification des effectifs et ses effets pervers (1960-1990) 12. La remise en question des contenus scolaires (1960-1990) 13. Le debut du declin de la societe enseignante (1960-1990) 14. Acceleration du declin et recul de la France dans la competition internationale (1990-2012) Points forts: - Une synthese sans equivalent. - Couvre la totalite du systeme scolaire - Le livre est a jour des recherches les plus recentes L'auteur: Pierre Albertini est professeur en classe de premiere superieure au lycee Condorcet a Paris. Il est egalement l'auteur de La France du xixe siecle dans la collection Les fondamentaux (2e edition 2012). Public: - Etudiants en histoire

Author: Linda L. Clark
Publisher: Oxford University Press
ISBN: 0197632866
Category : Education
Languages : en
Pages : 329

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In Third Republic France (1870-1940), the directrice of a normal school (école normale) for training women teachers was the most important woman representative of public primary education in each department. Her role was central to the republican educational project designed to bolster the establishment of a stable democracy after the Franco-Prussian War. The laicization of public education figured prominently in republican efforts to combat the old alliance of "throne and altar" favoring monarchy and religious instruction in public schools. Although laymen taught most boys in public schools by 1870, many nuns staffed separate girls' public schools. Thus an 1879 law mandated new departmental normal schools to train lay women teachers. This study of 313 normal school directrices between 1879 and 1940, an important group of professional women not previously studied, explores the challenges they encountered and their responses. Often the target of political hostility, they defended republican schooling as they interacted with local notables and authorities. In an educational system divided by social class as well as by gender, they trained teachers for "children of the people" attending free primary schools, separate from the elite and less numerous secondary schools. Directrices were expected to be role models for women teachers and to emphasize women's duties as wives and mothers, yet their careers exemplified an alternative to domesticity at a time of much debate about women's appropriate roles. Eventually some pushed against the boundaries of prevailing gender norms as they also joined professional, philanthropic, and feminist associations and sometimes publicly supported women's suffrage. Women and the Politics of Education in Third Republic France deftly examines the history of these women and the nature of their contributions to French society.

Author: Paul Smeyers
Publisher: Springer
ISBN: 3319304569
Category : Education
Languages : en
Pages : 233

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Book Description
This collection addresses concepts and theories of change, contexts and functions of reform discourses, and fields of change in educational research. It examines a wide variety of issues such as girls’ education in France, educational neuroscience, the professionalization in Child Protection, and mathematics discourses. It pays attention to the pervasiveness of crisis rhetoric in American Education Research, to the current university climate, and to perspectives for teacher education. The volume presents in-depth studies that integrate the perspective of history and philosophy of education. Educational research has been typically carried out within a discourse of change: changing educational practice, changing policy, or changing the world. Sometimes these expectations have been grand, as in claims of emancipation; sometimes they have been more modest, as in research as a support for specific reforms. This book explores the answers to such questions as: Are these expectations justified? How have these discourses of change themselves changed over time? What have researchers meant by change, and related concepts such as reform, improvement, innovation, progress and the new? Does this teleological and hopeful discourse itself reflect a particular historical and national/cultural point of view? Is it over promising for educational research to claim to solve social problems, and are these properly understood as educational problems? In doing so, it challenges prevailing ideas about the application of philosophy and history of education, and demonstrates the relevance of philosophical and historical approaches for the practice and theory of education and for educational research. This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.