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| Volume V • Issue 12 • 1999 (Already published) |
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| School : place of socialization? |
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| Title : |
Introduction |
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| Author(s) : |
Gilles, Amado ; Florence, Giust-Desprairies |
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| Pages : |
3 - 4 |
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| Type : |
Introduction |
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| Title : |
The face of alter in French republican schools |
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| Author(s) : |
Florence, Giust-Desprairies |
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| Abstract : |
The unease that affects the school institution can give rise to an interpretation of its internal dysfunctions but it can also be the object of an analysis concerning the meanings to which it subordinates its functionality. In this article the author proposes to show how some dominant cultural traits of the school system, in their relationship with the myth of the republican school, are linked to a problematic of alter. By taking a ok at the meanings which appear from the experiences of the actors in the school system, as he is able to apprehend them through an approach of clinical psychosocial intervention, he proposes hypotheses about the unease in school as a reflection of the crisis in social links concerning in particular the question of alterity in its relationship to the representations of universalism such as unity and homogeneity. |
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| Keywords: |
face, the Other, Republican, school, French, France |
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| Pages : |
5 - 28 |
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| Type : |
Research paper |
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| APA : |
Giust-Desprairies, F. (1999) La figure de l'autre dans l'École Républicaine
. Revue Internationale de Psychosociologie (RIP), V(12), pp. 5-28 |
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| Title : |
Who must be made sociable at school? |
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| Author(s) : |
Jacky, Beillero |
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| Abstract : |
For two centuries, French school has been the result of society conflicts and a will of a crude way of teaching, so that only a collective imaginary could make believe in the education of the old school. Today, opinions delight in holding forth about wrong working and difficulties instead of discussing action possibilities which are already often in use. Socialisation at school means first the adult one who will have to build in each establishment a collective and active life offering pupils identification models which refer to adult personalities. By both real and thought interactions and confrontation to built and being-built knowledge, young people and adults will transform, step by step, imposed socialisation models into built and negotiated socialisation. |
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| Keywords: |
social, socialization, sociable, school, French, France |
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| Pages : |
29 - 34 |
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| Type : |
Research paper |
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| Title : |
violence, change, deconstruction |
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| Author(s) : |
André, Lévy |
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| Abstract : |
The imagery of violence, such as it is presented to us, can be seen as a dramatisation aiming to frighten us, and make us forget that violence is also associated with love and creation. In fact, is considered as violent any act that overpasses the right measure; it is a too much, figuring an act of incivility, or asocial. In that sense, institutional violence, necessarily part of any organised society, is not considered as such. However, violence has no sense except in the context of a relation. It is always inscribed in a psychosocial process, corresponding, not to isolated acts, but to a chain of actions and reactions, knitted in social life, in particular in situations of change or of crisis. The conflicts it expresses can never be suppressed, they can only be attenuated, displaced, or transformed. |
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| Keywords: |
violence, change, deconstruction |
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| Pages : |
35 - 46 |
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| Type : |
Research paper |
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| Title : |
Current contradictions in the teaching of French |
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| Author(s) : |
Jacqueline, Milhit |
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Taking as a point of departure a possibly strange comparison, made by a student between the course of French and of Physics, a teacher questions his own manner of teaching, and expresses doubts as to the possibility of following the instructions of the Ministry, and at the same time avoid technicity. Indeed, the changes which have taken place in the teaching of French at College since 1987, particularly concerning the "baccalauréat", have not been completed by a formation helping teachers to master the evolution imposed on them, and thus avoid a sterilizing formalisation. With the latest reform appears another injunction - to place the student at the heart of the educational system -, felt as contradictory with the first: the teachers are troubled, and question themselves as to what are the contents and the
meaning of their discipline, and its place in a school in crisis. Is it possible to find a path which, without rejecting technical knowledge, can keep in view that the specificity of the teaching of French is to establish a relation from person to person? |
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| Keywords: |
teaching, French, contradiction |
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| Pages : |
47 - 54 |
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| Type : |
Research paper |
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| Title : |
lnstalled splittings at stake within the relationship towards knowledge |
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| Author(s) : |
Jean-Pierre, Minary |
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| Abstract : |
School as an institution has for quite a long time, now even always, excluded norms and official behaviour, or any taking into account of the meaning and stakes of the (inter)subjective dimension outside its walls. Our paper aims at questioning how splittings within the relationship to knowledge (within its triple dimension of knowledge about oneself, the other person and the world) are kept alive, if not even generated by the very institution itself. According to us, they refer to three essential dimensions: a link between the body and the mind, between the ego and the we, between theory and practice. They acknowledge a stage for misunderstanding, liable to generate violence relationships between teachers and students. Now the violence acted by the youngest and most deprived individuals,
hereby expressing itself, is nonetheless a reaction towards systematic normed behaviour expressing every day its deeply fake and fooling character. |
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| Keywords: |
relationship, knowledge |
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| Pages : |
55 - 72 |
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| Type : |
Research paper |
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| Title : |
Education in citizenship |
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| Author(s) : |
Jean-Claude, Filloux |
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The tenn "moral education", used at the time when the republican state school system was being set up, gradually gave way to the term "moral and civic education", then, after 1985, civic education. What does this evolution mean? What kind of "civic" teaching is given or planned in primary and secondary schools today? The curriculum for colleges proposes two dominant themes: education in human rights, training the future citizen. But, in its present state, is the school system able to do this? What should the pedagogical basis be of an education which in the final analysis postulates an ethical educability of the subject, and teachers who are sensitive to this mission which is now theirs to train ethically reponsible citizens? |
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| Keywords: |
education, citizenship, school |
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| Pages : |
73 - 90 |
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| Type : |
Research paper |
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| APA : |
Filloux, J. (1999) L'éducation à la citoyenneté
. Revue Internationale de Psychosociologie (RIP), V(12), pp. 73-90 |
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| Title : |
Violence and civility in urban schools, an interactionist perspective |
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| Author(s) : |
Jean-Paul, Payet |
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| Abstract : |
"Violence in school", is presented as an ideological notion which tends, in a social, and institutional context at a time of crisis, to direct attention to the troublesome pupils. However, we have to replace the complexity and ambiguity of the qualification of acts in context. All transgressive acts do not produce in an equivalent way a qualification in terms of "violence" and their institutional treatment varies quite considerably. Whereas some incidents are minimised, others are transformed into "cases" which involve, beyond the school, the surrounding area. The categorisation of acts and persons, according to elements inside and outside the school, depends not only on the actors involved, but also the context of the relations between the school and the district, the policy of the school in its relations with the families and the local institutions, the social and professional background of the school actors. An interactionist perspective on "violence in school" places the analysis of this phenomenon in its practical reality which is local therefore variable, and in its historical context, that of a school system (French) which is characterised by the splitting of its unity. |
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| Keywords: |
violence, civility, urban schools, urban school, school, interactionist |
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| Pages : |
91 - 106 |
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| Type : |
Research paper |
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| Title : |
Humiliating others |
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| Author(s) : |
André, Sirota |
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At the start of a new school year in a secondary school, the teachers, faced with a number of problems creating disorder, take on its organization, so that it is delayed for a few days. During a meeting, an inspector disparages the teachers' collective action. His admonishment starts a process of attacks of links in the group, which is checked by a series of speeches bringing out to the inspector's face how irrelevant his words are. What is said during that meeting reveals the culture of the hierarchy within the educational system. It questions its ability to think out the educational institution, the actors' places and roles, as well as the social frameworks necessary for school education to fulfil its socializing function. As long as the institution is not being thought of as a supporting framework held by persons, the school system will go on generating its own insecurity and violence. |
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| Keywords: |
institution, learning, The Other, other, humiliation |
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| Pages : |
107 - 120 |
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| Type : |
Research paper |
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| Title : |
Socialisation of pupils in Argentina. Contribution of sociopsychoanalysis |
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| Author(s) : |
Maria José, Acevedo |
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| Abstract : |
Argentinian society has gone from a dictatorial model to a model with no references, in particular for its youth, who are confused. This current "archaic" climate is particularly noticeable in schools where ail that is arbitrary and violent is developing, i.e. the desocialisation of the pupils, future citizens, and the failure of adult teachers. In these conditions how can new forms of socialisation be invented for the young people, which would be based less exclusively on identification with adults? Sociopsychoanalysis proposes a complementary "non-identificatory socialisation", based on the development of egalitarian and responsible social relations of "peers" (the pupils) among themselves, within the framework of a rigourous method: a provision for collective expression of the pupils about their school life, in a collective indirect relationship with their team of teachers (once a month or once a term). This provision would be under the responsibility of Reguladores Educacional (RE). The RE are trained by the author, who is in charge of supervising the applications of the provision in a growing number of primary schools (Buenos-Aires, Patagonia). |
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| Keywords: |
socialization, pupils, kids, sociopsychoanalysis |
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| Pages : |
121 - 134 |
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| Type : |
Research paper |
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| Title : |
School values, territorial values: the voice of a pupil |
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| Author(s) : |
Teresa Cristina, Carreteiro |
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| Abstract : |
Young people, living in "difficult suburbs", are at the crossroads of values of town, family and school, values that are often antagonistic and between which they have to choose. Through the tale of a young adult, who got a master's degree in economics, was encouraged by his family and by his teachers and who was able to maintain friendly links with
other young people in his area, are revealed the props as well as the social and psychological conditions necessary (and which are in most cases missing) which allow an individual to set himself free from restraining social determinations. In this case, school succeeded in its work of socialisation. |
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| Keywords: |
school, territorial, territory, voice, pupil |
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| Pages : |
135 - 144 |
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| Type : |
Research paper |
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| Title : |
Deviant socialisation and tags |
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| Author(s) : |
Marie-Line, Félonneau ; Stéphanie, Busquets |
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A relatively recent phenomenon, the tag seems to be a crystallization of youth's problems and changes. From a survey in depth, this paper aims to analyse these practices shedding light on complex relations between tags, adolescent identity and youthful sociability. Showing that the urban environment is becoming a new place of socialization and an
important support of identity development in adolescence, this approach allows a better knowledge of adolescent experience today.
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| Keywords: |
devious, socialization, tagging, youth, shift |
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| Pages : |
145 - 160 |
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| Type : |
Research paper |
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| APA : |
Félonneau, M. et Busquets, S. (1999) En entrant dans la carrière ... Socialisation déviante et pratiques de tagage. Revue Internationale de Psychosociologie (RIP), V(12), pp. 145-160 |
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| Title : |
Community and citizenship |
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| Author(s) : |
Jacques, Ardoino |
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| Abstract : |
The approach of theoretical and practical problems needs also some questions about language and semantics. Citizenship education is differently conceived in pragmatic cultures, where education is above all supported by community life, in which school keeps a place among other components, through interactive processes. In our own culture, exigencies of "laicization", opposing "public" to "private" emphasize the (monopolistic) role of school (professional, with authority and warranty of "public") coming back to archaic teaching of civics. |
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| Keywords: |
community, citizenship, interaction |
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| Pages : |
161 - 164 |
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| Type : |
Research paper |
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| Title : |
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| Author(s) : |
Dominique, Gelin |
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| Abstract : |
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| Pages : |
165 - 169 |
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| Type : |
Book review |
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| Title : |
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| Author(s) : |
François, Hannoyer |
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| Pages : |
170 - 170 |
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| Type : |
Book review |
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| Title : |
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| Author(s) : |
Violaine, Pillet |
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| Pages : |
171-172 |
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| Type : |
Book review |
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| Title : |
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| Author(s) : |
Jacqueline, Barus-Michel |
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| Pages : |
173 - 174 |
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| Type : |
Book review |
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