Nouvelles figures du « social » et reconfigurations de la normativité scolaire
(2018) Raisons éducatives : pari des sciences de l’éducation — Vol. 1, n° 22, p. 277-294 (2018)
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- (en) New Social Issues and the Reconfigurations of Schooling Normativity If professionals in school are confronted with new day-to-day social issues, it is important to understand which policy paradigm orient the new political expectations toward schools in terms of social role. This article identifies the discursive orientation of an emerging paradigm of the inclusive and performative school. This discourse, blurring social and managerial categories, defines a key role of inclusion and social cohesion towards schools, while considering that these goals will be closely related to the capacity of schools to demonstrate an efficacy, both in terms of education and socialization. This paradigm raises the expectations toward public schools and the boundaries between performance, equity, social cohesion, or subjectification are blurred. It has the paradoxical virtue to compensate the lack of legitimacy of a purely managerial discourse. However, in practice, this new normativity (appealing at the same time for efficacy, equity, dignity for all and empowerment and responsability of each one) fails to overcome practical and axiological tensions.
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Maroy, C. (2018). Nouvelles figures du « social » et reconfigurations de la normativité scolaire. Raisons éducatives : pari des sciences de l’éducation, 1(22), 277-294. https://doi.org/10.3917/raised.022.0277 (Original work published 2018)