Should We Raise an Outcry about Priority Education? Data, Analyses and Controversies about an Uncertain Policy (notice n° 213512)
[ vue normale ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 02086cam a2200253 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112054204.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Rochex, Jean-Yves |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Should We Raise an Outcry about Priority Education? Data, Analyses and Controversies about an Uncertain Policy |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2017.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 6 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The recurrent debate about the evaluation of the French Priority Education Policy, which started in 1981, was recently re-opened by the CNESCO (Conseil National d’Evaluation du Système Scolaire – National Council for School System Evaluation) report and its echoes in the media. They were quick to assert that this policy had failed, or even that it had caused an increase in inequalities and segregation, linked to the labelling of the establishments concerned. This article aims to examine the data and studies available systematically, and shows that, far from staying unchanged for the last 35 years, this policy has been changing and uncertain, that its implementation remains insufficiently known, and that its evaluation must be more prudent and balanced. Some studies have instead concluded that this policy and its implementation lacked of strength and coherence from the beginning. After presenting the current “re-founding” of French Priority Education Policy, this paper argues –against the views aiming to oppose them– that the politics of struggle against social and school segregation and the policies that aim to make the functioning of the education system less unequal and preferential should be complementary. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | priority area |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | learning outcome |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | social inequality |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | education policy |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | social exclusion |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | school failure |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | democratisation of education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | evaluation of the education system |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Revue française de pédagogie | o 194 | 1 | 2017-06-15 | p. 91-108 | 0556-7807 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2016-1-page-91?lang=en">https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2016-1-page-91?lang=en</a> |
Pas d'exemplaire disponible.
Réseaux sociaux