Éducation et discipline au collège

Abstract : In French colleges, the issue of education is poorly treated: at the statutory level, it marks the low prestige of certain personnel, or certain subject matter being taught. This is the case with counsellors (conseillers d'éducation) and teaching assistants (assistants d'éducation) or, on another level, with arts education, civic education or physical education. Education's negative connotation is confirmed in people's discourse, which is inclined to report deficiencies. The social gap between members of the cultivated middle class and their students does not, however, predict the level of tension. First, the construction of a school environment indeed plays an importance role; what's more, the most difficult educational situations are precisely the ones that require us to think in educational terms. The result is often a better environment than in institutions with little exposure to difficulties. In the minds of professionals, French colleges have no other purpose than to organize the succession of courses between scholarly teachers and captivated learners. From the beginning of mass schooling, teachers actually apply "tinkered" pedagogies, unrelated to imaginary principles. In spite of these unofficial adaptations, students suffer from the segmentation of courses, the stifling of critical thinking, poor educational integration and the relegation of disciplinary "dirty work". In privileged establishments, the democratic deficit rather encourages utilitarianism, and the development of an anti-school youth culture; in lower class French colleges students who are failing may also resist through other forms of violence.
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Submitted on : Tuesday, June 25, 2013 - 11:59:20 AM
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Garcia Alain. Éducation et discipline au collège. Sociologie. Université de Bordeaux, Bordeaux Segalen; Centre Émile Durkheim (UMR 5116 du CNRS), 2013. Français. ⟨tel-00838321⟩

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