Re-conceptualiser la résistance en sociologie de l’éducation
(2017) Education et sociétés - revue internationale de sociologie de l’éducation — Vol. 1, n° 39, p. pas connu (2017)
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- (en) This special report proposes to make an in-depth analysis and review of this program of conceptualising the new forms of resistance, which have manifested themselves in the field of education and socialisation as much in the North as in the South, whether they are making claims for an alternative model or not. • The special report proposes to draw up an inventory of the forms of resistance which appear in the educational field in both the North and the South and then to link them to a common theoretical framework. This research aims to examine the hidden or explicit, organised or non-structured forms of protest against educational forms. It shall go beyond the power-resistance dialectic and adopt a more reticular approach of resistance or any other approach which takes as its starting point, the analysis of the multiplicity “of forms of resistance against different forms of power” (Foucault 1982, 780). • The aim of this special report is to seize the nature, action and justification logics which underpin these behaviours. The research shall identify the registers of justification which serve as a support to behaviours of opposition against the educational form and shall take into account the organisation methods and the action of actors. • Finally, the special report shall observe how the logics of actors echo alternative teaching models or projects. It shall pay particular, but not exclusive, attention to the tensions between Islam and schools, given the breadth of the phenomenon these past few decades. Special attention shall also be given to sociohistorical and ethnographic studies, doubled with rigorous theoretical approaches.
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Panait, O., & Teodoro, A. (2017). Re-conceptualiser la résistance en sociologie de l’éducation. Education et sociétés - revue internationale de sociologie de l’éducation, 1(39), pas connu. https://hdl.handle.net/2078.5/181454 (Original work published 2017)