When adults talk about the classroom, they impose a way of perceiving it, of interpreting it. But what happens when children talk about the classroom? The three articles which comprise this issue report on recent studies which, adopting different approaches, collect children's statements about the classroom using original methods.

Based on the observation that extracts have implications for the teaching of literature and the selection of works for study in schools, this dossier seeks to ascertain the relationships which are established between a work and extracts from it. These different articles, we discover how extracts reveal the challenges involved in teaching literature

At the crossroads of the history of the education of adults and the history of women and gender, this issue focuses on adult women's education, notably aiming at women from working-class backgrounds, in various national and temporal contexts in the whole 20th century.

No one disputes the need today for lifelong learning to cope with the quick changes in our societies and their ever-increasing complexity. Science and technology teachers are no exception to this, and their training partly conditions the gration of their pupils into the society in which they will live. This issue is devoted to this aspect.

This issue deals with several aspects of training to and through research in the field of Social Work. It examines the logics of recognition and emancipation, the controversies, but also the contexts of emergence of a field within a global movement of mutations of the relevant professions in our contemporary societies.

this special issue analyses the methods by which the various aspects of religious tradition and heritage are transmitted, in particular but not exclusively in Catholic milieus, by enlarging the perspective relative to educational institutions.

This dossier sets out to examine the pathways of young people who have left school without obtaining at least a school-leaving qualification. Beyond these situations which are institutionally termed "dropping out", it is their pathways which are analysed here, based on surveys conducted with these young people.

This issue of Repères focuses on popularisation and its dissemination in a context where the teaching and learning of French is the subject of heterogeneous discourses. The question of popularisation is approached in terms of transmission, interpretation and appropriation, and through its role as an instrument of the professional culture of teacher