Sur la base d’une enquête quantitative et qualitative menée auprès des étudiants du bassin rennais en 2014, cet article vise à montrer les principales dimensions de l’autonomisation des jeunes. Les statistiques et les entretiens permettent de cerner l’autonomisation qui se réalise sur les plans affectif et relationnel, économique et en termes d’organisation.
Based on two surveys in two «sensitive urban areas » , this article wants to present the place of male and female teenagers in these spaces. While local public policies allocate the same places for both, family and social care respect male appropriation of local norms. In response to this, «weak » teenagers, more often girls, let males appropriate spaces and occupy their home, other less visible public spaces or move outside the neighbourhood.
Around the world, there is increasing concern with the ways in which different populations use public spaces and places. Focusing on the French context, this paper investigates conceptual difficulties inherent in the cooccupation of space by different population groups. The focus is to shed light on the ordinary engagement of teenagers in a workingclass neighbourhood in terms of differentiated social practices according to gender, age, social network, the physical and social morphology of the neighbourhood, and relational and situational criteria. Their occupation of space is channelled by public policies as well as educational, family, and socio-educational care that structure their time and space. However, this paper highlights also the subjective dimension. Manipulating the 'regime of familiarity' and the
Drawing from quantitative and qualitative data collected by the European research project GOETE in eight European countries, the article focuses on the experiences of so-called "disadvantaged students" at the end of lower secondary and analyzes how access to higher education is negotiated in the interaction of structural/institutional frameworks and student agency. After elaborating an intersectional framework on disadvantage, the article showcases that access to higher education is defined by national schooling regulations, but also by educational professionals' discourses and by students' attitudes. Through professional discourses, representations, and normative expectations, students are differentiated and hierarchized according to class, ethnicity, and gender. In the schools investigated, located in deprived areas, students experience these differentiations through stigmatization or discrimination, and build different types of agency in their life contexts.
L’étude d’un centre régional d’information jeunesse visant à « promouvoir [la] participation [des jeunes] comme membres actifs dans la société » révèle la mise en œuvre concomitante de plusieurs dispositifs de participation qui peuvent être envisagés comme formation à différents registres de citoyenneté. En venant s’informer, en étant accompagnés dans leurs projets et en participant aux actions proposées, de nombreux jeunes développent une citoyenneté juridique et civile. À côté de ces opportunités explicitement proposées à tous, l’institution repère et incite les jeunes qui leur semblent aptes à s’investir dans sa gouvernance. Cette socialisation à la citoyenneté politique est ainsi structurée socialement : les jeunes qui s’impliquent ont un niveau d’instruction et souvent une première expérience citoyenne qui leur permet d’intégrer la fonction d’administrateur.
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