La faillite de l'élitisme républicain

Baudelot, Christian; Establet, Roger

doi:10.3917/ae.279.0077

Cited by 9 publications

(3 citation statements)

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“…Several magazines linking researchers with teachers (Alternatives économiques) or with experts and administrators (Revue internationale d'éducation) took over the researchers' conclusions to fuel the academic debate on PISA results. This movement reached its peak in 2009 with the publication of a book by Baudelot and Establet (2009). After asserting that the methodology was beyond reproach, the authors exploited PISA results to show the numerous defects of the French system: an inefficient early selection, the harmful effects of repeating years, the gap increase between the elite and students in difficulty and the social predestination of students.…”

Section: Politicisation and Extension Of The Debatementioning

confidence: 99%

“…The DEPP only published its traditional note on French results and external interventions of its members were limited, as were those from general inspectors. Despite the relative success of the book by Baudelot and Establet (2009), scholars did not really investigate international comparisons through PISA and the contextualisation of the results obtained by various countries. 1 The academic debate focused on the global syntheses of this survey (e.g.…”

Section: Policy Inferences Rather Than Knowledge Productionsmentioning

confidence: 99%

“…Scholars are rarely encouraged to disseminate their knowledge to non-academic publics, and when they do, it is more often on the basis of individual viewpoints to take part in a burning political issue. This explains both the regular interventions in the debate of some scholars with a particular vision of the policy changes expected -like Denis Meuret or Nathalie Mons -and the fact that a majority of them stayed in the background once some findings were relatively stabilised, like the methodological limits of the survey or some key conclusions identified by Baudelot and Establet (2009). In Parliament, public sayability is strongly codified by institutional procedures with different objectives.…”

Section: Institutional Prismsmentioning

confidence: 99%

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Tracing the French policy PISA debate: A policy configuration approach

Pons

2016

European Educational Research Journal

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This article traces the evolution of the French policy PISA debate from 2001 to 2014 by analysing the results of two original qualitative researches. Theoretically, this debate is the outcome of specific policy configurations, which predetermine its scope, content and effectiveness. These configurations are themselves described through their political, institutional, professional and cognitive dimensions. Thus, three configurations are highlighted, all of which favour different public discourses: the Programme for International Student Assessment (PISA) is seen as a topic only interesting to insiders (2001–2004), then as a politicised ranking (2005–2010) and, finally, as a tool purely for communication (2010–2014). The article shows that the major effect of PISA on the French education policy debate was to confirm and legitimate pre-existing opinions and policy stances, and that PISA was progressively scooped out from its statistical content.

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Section: Politicisation and Extension Of The Debatementioning

confidence: 99%

Section: Policy Inferences Rather Than Knowledge Productionsmentioning

confidence: 99%

Section: Institutional Prismsmentioning

confidence: 99%

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Tracing the French policy PISA debate: A policy configuration approach

Pons

2016

European Educational Research Journal

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La société du malaise

Ehrenberg¹

2011

Adolescence

153

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Résumé Le « malaise dans la société » est moins un point de départ de l’analyse sociologique qu’un problème à élaborer et à clarifier. L’auteur propose de remplacer l’idée individualiste que la société cause des souffrances psychiques par l’idée sociologique que la souffrance psychique est aujourd’hui une forme d’expression obligatoire, c’est-àdire attendue, du mal social. Cela le conduit à l’hypothèse qu’avec la santé mentale, on assiste à une généralisation de l’usage d’idiomes personnels pour donner forme et résoudre des conflits de relations sociales. Ces jeux de langage consistent à mettre en relation malheur personnel et relations sociales perturbées à l’aune de la souffrance psychique, unissant ainsi le mal individuel et le mal commun. À partir de là, il développe l’hypothèse que, brouillée dans le malaise, se joue une crise de l’égalité à la française, c’est-à-dire d’une égalité conçue essentiellement dans les termes de la protection, et une protection en termes de statut, sur le modèle de la fonction publique, alors que l’égalité d’aujourd’hui, et donc la lutte contre les inégalités sociales, se joue dans les termes de la capacité.

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Les journalistes en éducation français : une exploration typologique

Pons¹

2014

Éducation Et Sociétés

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Les fondements de l’identité professionnelle d’une catégorie d’acteurs encore peu étudiée par la recherche, les journalistes en éducation français travaillant dans des médias nationaux, sont étudiés. Sur la base d’une enquête qualitative par entretiens auprès de trente d’entre eux, l’auteur propose une typologie pragmatique distinguant quatre profils types de journalistes : les “experts”, les “convertis”, les “polyvalents” et les “outsiders”. À l’opposé des discours qui homogénéisent cette catégorie d’acteurs, l’article montre que leur identité professionnelle dépend d’une série de variables que la typologie permet de condenser. Il convient de les prendre en compte dans l’analyse des problématisations de l’action publique à l’ œuvre dans les productions médiatiques.

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La faillite de l'élitisme républicain

Cited by 9 publications

References 0 publications

Tracing the French policy PISA debate: A policy configuration approach

Tracing the French policy PISA debate: A policy configuration approach

La société du malaise

Les journalistes en éducation français : une exploration typologique

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