La sociologie des cités et les impasses du ghetto. Retour sur une controverse et critique des théories du ghetto français
From the use of extra-curricula activities to the introduction of personal academic projects, since the 1930s every period of secondary school expansion in France has been accompanied by the introduction of new academic structures outside of usual disciplinary techniques. By employing popular cultur...
Tallennettuna:
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| Aineistotyyppi: | Article ou chapitre numérique |
| Kieli: | Français |
| Julkaistu: |
2025
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| Linkit: | Accès Université d'Orléans et IFPM |
| Yhteenveto: | From the use of extra-curricula activities to the introduction of personal academic projects, since the 1930s every period of secondary school expansion in France has been accompanied by the introduction of new academic structures outside of usual disciplinary techniques. By employing popular culture, engaging in topical issues, and encouraging group work these tools aim to reduce cultural inequalities at school. This ethnographic study, focusing on a specific policy, the “Travaux personnels encadrés” (an extended essay projects high-schools students in France can pursue for academic credit), seeks to shed light on the paradoxical nature of these policies. The drive towards autonomy, originality, and the use of popular culture in school work creates cultural affinities between pupils and teachers. But at the same time, students are led into producing and legitimating the contemporary codes of cultural omnivorousness. At a time when these policies are often presented as a structural alternative to the disciplinary organization of knowledge, this study questions their social and scholar effects. |
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