Connaissances et reconfiguration des entités de coordination : le cas de l'enseignement en Belgique francophone
(2011) Educacao, Sociedade & Culturas — Vol. 34, n° 34, p. 15-33 (2011)
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- (en) Every society can be described as a configuration of interdependent actors. In this dense network of links, the definition of the borders of coordination’s entities is a crucial issue as it partly defines the balance between coordination based on hierarchy, deliberation or adjustment. These borders are evolving and they are socially constructed. It is also the case for the Belgian education system analysed in this paper. In the last century, two phases can be distinguished. After a period characterized by a slow process of sectorial unification and separation between the catholic and laic pillars, succeeds a period characterized by an evolution towards sectorial centralisation and federalization of the State. The education “system” of the French-speaking part of Belgium that those trends bring slowly to the foreground is nevertheless affected by new trends of territorialisation and sectors’ decompartmentalization that could announce forthcoming reconfigurations. Such changing processes are multifactorial. Knowledge has three functions in these processes since it can act as argument, experience or ‘State’ knowledge. By this, knowledge contributes to the emergence, the consolidation or the challenging of the coordination’s entities.
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Delvaux, B. (2011). Connaissances et reconfiguration des entités de coordination : le cas de l’enseignement en Belgique francophone. Educacao, Sociedade & Culturas, 34(34), 15-33. https://hdl.handle.net/2078.5/42248 (Original work published 2011)