ENS Éditions : Revue française de pédagogie - Recherches en éducation (English)

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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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

Revue française de pédagogie, n°216/2022

Varia

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

Revue française de pédagogie, n°214/2022

Varia

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

Revue française de pédagogie, n°212/2021

varia

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.

Xavier Pons, Sylvain Doussot

Revue française de pédagogie, n°210/2021

Varia

Ludivine Balland, Marie David, Gérald Houdeville, Fanny Jedlicki, Sophie Orange

Revue française de pédagogie, n°209 / 2019

Quand étudier, c'est travailler. Cadres institués des études et perspectives étudiantes
When studying is working. Established frameworks and student perspectives

This issue focuses on the question of learning in higher education by using methods and concepts from the sociology of work. This heuristic perspective seeks to make visible all the activities and dimensions of student work. This approach focuses on their practices, their own rationales, which may or may not lead to success.

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Journal : Revue française de pédagogie - Recherches en éducation

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