Stating Family Values and Women's Rights: Familialism and Feminism Within the French Republic

Revillard, Anne

doi:10.1057/palgrave.fp.8200124

Cited by 7 publications

(6 citation statements)

References 25 publications

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“…Secular educational and psychological approaches as well as states and political ideologies are concerned with family life. They provide messages for healthy behaviors related to parental and marital relationships, as well as for familial sense of connectedness and family solidarity (Agate et al, 2007; Berne & Huberman, 2000; Mahoney, 2005; Revillard, 2007). Families, nonreligious and religious, socialize their adolescents in order to provide them a sense of connectedness and the value of mutual obligations with many nonreligious daily activities, practices, and discourses (Agate et al, 2007; Vedder, Berry, Sabatier, & Sam, 2009).…”

Section: Religion and Family Orientationmentioning

confidence: 99%

Religiosity, Family Orientation, and Life Satisfaction of Adolescents in Four Countries

Sabatier¹,

Mayer

Friedlmeier

et al. 2011

Journal of Cross-Cultural Psychology

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This study examined the rarely investigated interplay between religiosity, family orientation, and life satisfaction of adolescents across four countries with a Christian tradition and different religious contexts. A mediation relationship between religiosity and life satisfaction through family orientation moderated by the country context of religiosity was examined. In a sample of 1,077 adolescents from France (n = 172), Germany (n = 270), Poland (n = 348), and the United States (n = 287), we found that in all cultures, religiosity had a positive impact on adolescents' family orientation, which was in turn related to a higher life satisfaction. This link was stronger in cultures with a high overall religiosity (Poland and the United States) as compared to one of the two cultures with the lowest importance of religion (Germany).

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Section: Religion and Family Orientationmentioning

confidence: 99%

Religiosity, Family Orientation, and Life Satisfaction of Adolescents in Four Countries

Sabatier¹,

Mayer

Friedlmeier

et al. 2011

Journal of Cross-Cultural Psychology

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“…By distinguishing boys from girls throughout the official instructions for PE teaching (Ministère de l'Éducation nationale 1945, p. 2), the Administration organised an institutional division leading to the creation of differences which were intended to have repercussions in social life. Linked to the familialism established within the State (Revillard 2007), this position formed part of a global approach implying the gendered differentiation of social roles, in which the education through sport policies were meant to play their part. This gender approach served to underline the discordance between 'naturally' female aptitudes and the characteristics of sport, as well as to define possible practices.…”

Section: Usefulness Through Separationmentioning

confidence: 99%

“…This will shed light on the acculturation process, of which the teaching of PE forms a part. This acculturation process determines the later sporting engagement of future women by creating opportunities while remaining constrained by incorporated norms (McAdam et al 1996, Revillard 2007. We also seek to show the political, ideological and social foundations justifying policy players' decisions in the field of education through sport and thus PE.…”

Section: Introductionmentioning

confidence: 99%

Accessing sport through education. Policy frameworks for girls’ practice of sport in France from 1945 to today

Attali

Bazoge

2020

International Journal of Sport Policy and Politics

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Our research analyzes French public policies concerning girls' access to sport through educational measures. It is based on the study of official texts and institutional reports published since 1945. They are seen as being indicators of the policy frameworks defined by the French State and guiding educators' action. Insofar as school has a socialisation role and contributes to the construction of stereotypes from a very young age, it appears essential to understand the practice possibilities offered there. It is thus a question of identifying the possibilities offered to girls and the representations associated with them, as well as the political, ideological and social foundations determining the directions taken. The historical approach was chosen to apprehend the processes that structured policy action and identify the changes over the long term. Justifying a policy of segregation, the naturalisation of the physical and moral qualities attributed to girls was followed by a universalist perspective adopted, from the 1980s onwards, as the condition for democratised access to the practice of sport. Failure to consider the social gender-related division of sports practices, constituting an obstacle to the construction of equality, gave way to reflection on the diffusion of stereotypes. This reflection achieved consensus in relation to policy ambitions at the beginning of the 2000s without, however, managing to detach itself from a naturalisation of the tastes and aptitudes of each sex.

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“…In 1974, the first important institution defending the interests of women was the state Secretariat for Women’s Issues ( Sécretariat à la condition féminine ), which was later elevated to the level of an independent ministry (Laroque, 1985). Although it focused on equality in the labour market (Revillard, 2007), its representatives also influenced childcare policy.…”

Section: The ‘Equality Of Men and Women’ Framementioning

confidence: 99%

Institutions and Discourses on Childcare for Children Under the Age of Three in a Comparative French-Czech Perspective

Hašková

Dudová

2017

Sociological Research Online

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The article compares the development of policies pertaining to care for preschool children in the course of the second half of the 20th century in France and in the Czech Republic. It aims at identifying the key factors that led to the differentiation of the policies and institutions in the two countries, especially with respect to support for extra-familial care and formal care institutions (nurseries). We build on the theories of ‘new’ institutionalisms and we apply framing analysis, which allows us to understand the formation of ideas that precede policy changes. Specifically, we discuss the role of expert discourse and the framings of care for young children in the process of social policy change. We argue that expert knowledge in interaction with the political, economic, and demographic contexts and how it has been presented in public have had a fundamental impact on the formation of childcare policies and institutions in the two countries.

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Stating Family Values and Women's Rights: Familialism and Feminism Within the French Republic

Cited by 7 publications

References 25 publications

Religiosity, Family Orientation, and Life Satisfaction of Adolescents in Four Countries

Religiosity, Family Orientation, and Life Satisfaction of Adolescents in Four Countries

Accessing sport through education. Policy frameworks for girls’ practice of sport in France from 1945 to today

Institutions and Discourses on Childcare for Children Under the Age of Three in a Comparative French-Czech Perspective

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