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Journal : 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.

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Daniel Frandji
Revue française de pédagogie, n°220/2023
Justice, éducation, démocratie : recherches sur les « droits pédagogiques » d'après Basil Bernstein
Justice, education, democracy: research on "pedagogic rights" according to Basil Bernstein
This dossier builds on the model of "pedagogic rights" outlined by the British sociologist Basil Bernstein. the dossier shows how the model of pedagogic rights offers an opportunity to engage in debate with the best-known current theories of justice, which have trouble properly referring to the three rights.

Xavier Pons, Sylvain Doussot

Xavier Pons
Revue française de pédagogie, n°218/2023
Déconcentration et territorialisation de l'État en éducation : les nouveaux visages des académies
This issue is the first to address the question of the regulatory changes currently at work in the French system at the "académie" level, the administrative divisions of the Ministry of Education headed by decentralised state authorities.

Stéphane Bonnery, Paul Pasquali
Revue française de pédagogie, n°217/2022
« Le "métier d'enfant" » 50 ans après : penser l'éducation et la socialisation avec Jean-Claude Chamboredon
"Le 'métier d'enfant'"50 years after: Thinking education and socialisation with Jean-Claude Chamboredon
Fifty years ago, Jean-Claude Chamboredon and Jean Prévot published "Le 'métier d'enfant'", a seminal article followed by other publications on early childhood and, more generally, on socialisation at different stages of life. This special issue mobilise concepts, problems and approaches that are inspired by these publications and aim to update them

Xavier Pons, Sylvain Doussot

Françoise Laot, Emmanuel (de) Lescure
Revue française de pédagogie, n°215/2022
Éducations militantes, formations au militantisme
Activist education, activist training
Activism is often conceived of as a form of schooling per se, but what it teaches is hardly perceptible. The issues of activism and engagement have particularly captured the attention of sociologists of politics, but few studies are devoted to activist training.The aim of this dossier is to grasp the diversity of learning forms produced by activism

Jean-Yves Rochex, Sylvain Doussot

Maira de Araujo Mamede, Julien Netter
Revue française de pédagogie, n°213/2021
Les enfants parlent de la classe
How children talk about the classroom
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.

Sylvain Doussot, Xavier Pons

Pierre-Yves Bernard
Revue française de pédagogie, n°211/2021
Les décrochages scolaires : des situations aux parcours
Dropping out: From situations to pathways
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.

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