Download Free La Fabrication De Lexcellence Scolaire Book in PDF and EPUB Free Download. You can read online La Fabrication De Lexcellence Scolaire and write the review.

Il s'agit de percer le secret de fabrication des représentants les plus emblématiques de l'excellence scolaire à la française : Les élèves scientifiques de l'École Normale Supérieure de la rue d'Ulm. L'analyse des récits des normaliens et de leurs parents permet d'entrevoir, selon les types d'héritages familiaux, l'intensité et les formes variées du travail nécessaire pour produire un normalien ou une normalienne.
This volume presents key trends and policy challenges regarding schools for today and tomorrow, from European traditions across to the different perspectives of the Asia-Pacific region, with a particular focus on Japan.
This book provides a thorough and detailed analysis of how the figure of the ‘autonomous learner’ shapes educational practices. It unpacks the impact of current educational reform discourse that focuses on the individual pupil as a learner, while neglecting the social dimensions of classroom practices. In view of the yet unknown requirements of the knowledge economy, students are demanded to take more responsibility for their learning and to become self-reliant, independent, lifelong learners. In turn, teachers are asked to tailor education to the individual needs of their students and to foster their individual learning trajectories. Based on in-depth fieldwork and long-term observation of interactions in classrooms and other scholastic settings, scholars from three European countries – France, Germany and Switzerland – show how the translation of the figure of the ‘autonomous learner’ into classrooms is shaped by distinct cultural traditions. Chapters analyse teaching routines and conceptions of self-reliance involved in autonomy-oriented settings and discuss how these change the sociality of the classroom. They scrutinize how autonomy is used to differentiate between students and how it contributes to the reproduction of social inequality. The book brings into dialogue two neighbouring research traditions that research autonomous learning from a sociological perspective and which have largely ignored each other until now. In so doing, the contributions engage a critical perspective for a careful empirical analysis in order to better understand what is being done in the name of autonomy. Providing insight into the many facets of developing and nurturing self-standing pupils across various educational contexts, this is ideal reading for scholars in the field of education, as well as teachers and decision-makers across the educational sector.
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
This collection explores the interfaces of culture, gender, and power from politico-religious, linguistic, legal and historiographic perspectives. More importantly, the contributions gathered here examine culture’s manifestations in different socio-economic, political, theoretical, and discursive contexts. Being aware of “the crisis in humanities,” researchers, scholars and experts seek to relocate culture and cultural studies within academia and analyze the epistemological relationship between culture and education, while also trying to eschew and refashion the stale conventional methodologies of approaching culture as an academic subject. Is it possible to go beyond the “crisis in humanities” by valorizing culture in social and human sciences, on the one hand, and natural and exact sciences, on the other, especially when we take into consideration the escalation of fundamentalist, extremist and xenophobic tendencies all over the globe? How can we approach the issues of ethics and teaching humanities and sciences? This book moves beyond conventional conceptions of culture that associate it with knowledge and enlightenment to suggest a holistic view of culture that enacts the dialectics of power, nationality, class, gender, and ethnicity in an ever-shifting transnational context. Engaging readers in a lively intellectual and cultural debate, this volume is essential reading for undergraduate and graduate students, teachers, critics, and scholars from various academic fields and disciplines, including historiography, cultural studies, anthropology, political science, literature and critical theory.
This collection of essays from the most prominent scholars in the field of curriculum studies paint an intellectually rich palette of the present state of curriculum research across the countries and continents when the traditionally prevailed national imaginaries give increasingly way to transnational, international, and postnational impulses.
This study is meant as an exploratory study to determine the extent to which multi-grade classrooms exist in school districts in Canada. Specifically, it obtains demographic information on multi-grade classrooms across Canada; describes the type (or classification) of grades and grade combinations in these schools; identifies the range of methodological procedures used and the instructional areas in which teachers need assistance; elicits the opinions of experienced teachers and principals on the psycho-social and cognitive development of students; and derives recommendations on curricula design, the organization of students for instructional purposes, the training of teachers for the multi-grade classroom, and needed research.
The International Handbook of Curriculum Research is the first collection of reports on scholarly developments and school curriculum initiatives worldwide. Thirty-four essays on 28 nations, framed by four introductory chapters, provide a panoromic
The Education Committee conducts a forum on topical issues each year. This forum discussed some of the education problems facing European societies today: rising illiteracy rates; school dropouts and inadequately prepared school leavers; declining confidence in schools and other institutions; unequal access to education; pockets of gender inequality. Suggested measures to counteract these problems included: public-private partnerships, involving the business community and industry with schools; emphasis on social development rather than economic growth; promoting citizenship participation through curricula and the learning environment; education systems providing moral and ethical education and lifelong learning.