Revue française de pédagogie - Recherches en éducation
Founded in 1967, the Revue Française de Pédagogie represents a leading location for scientific discussion and publication of education research in the French-speaking world. It addresses issues with a broad perspective that is open to diverse approaches and to contributions from multiple disciplines, including psychology, sociology, philosophy, history, and education. Generally grouped into themed collections, the papers provide access to the most recent contributions to education research. Each issue also includes an executive summary, which presents and critiques gains, changes, and topical issues in research on a given area, broadening horizons on a national and international level. Finally, the column "Critical Reviews" provides readers information and reflection on the most important recent publications.
La LPPR et la réforme de l'enseignement supérieur et de la recherche : analyses critiques
The LPPR and the reform of higher education and research in France: critical analyses
Reflecting opposition to the Multi-Year Research Programming (LPPR) law in France, the RFP brings together in this issue contributions from specialists in higher education and research from varied backgrounds; By setting up a dialogue between these different points of view, the journal sets out to make a critical contributition to debate.
Hommage à Viviane Isambert-Jamati
Homage to Viviane Isambert-Jamati
This issue of the Revue française de pédagogie is entirely dedicated to the work of Viviane Isambert-Jamati, who died on November 19, 2019.
After a presentation that underlines the originality and fruitfulness of her work, this report brings together nine of her texts published between 1973 and 2005, and which have become difficult to access.
Instruction(s) en famille. Explorations sociologiques d'un phénomène émergent
Home education(s) in France: sociological explorations of an emerging phenomenon
Since its introduction in France by the Ferry Act of March 28, 1882, compulsory education may be provided at home, rather than in public or private schools.The studies compiled in this issue provide guidelines for addressing this little-known phenomenon, which, given its statistical evolution ,is likely to develop further.
Recherche, politique et pratiques en éducation : services rendus et questions posées d'un univers à l'autre /3
Educational research, policy and practice: services provided and questions posed between the different spheres /3
The reader will find analyses, reflection and testimonials on the complex and "intermittent" relationships between the worlds of research and political decision-making at both national and local.
Recherche, politique et pratiques en éducation : services rendus et questions posées d'un univers à l'autre /2
Educational research, policy and practice: services provided and questions posed between the different spheres /2
Based on a new call for papers, this issues (200 and 201) consist of articles by scholars and contributions from stakeholders from a range of backgrounds (experts, policy makers, activists etc.). The articles cover a wide variety of domestic and institutional situations including
Recherche, politique et pratiques en éducation : services rendus et questions posées d'un univers à l'autre
Educational research, policy and practice: services provided and questions posed between the different spheres
For its 200th issue, the Revue française de pédagogie, decided to take a fresh look at one the fundamental questions which have defined it since it was first published in 1967: the relationship between academic research, politics, administration and professional practice in education.
L'histoire des disciplines : un champ de recherche en mutation
The history of disciplines: the reconfiguration of a research field
Thirty years after André Chervel's innovative article on the history of school subjects, this special issue aims to put into perspective the recent changes and trends in this field of research, which is now characterised by a growing interest in actors, i.e. those who "produce" the disciplines.