https://shs.cairn.info/build/assets/cairn-B7RWiji2.png tag:cairn.info,2005:rss/revue/E_ES Cairn.info 2026 2026-02-06T00:00:00+01:00 tag:cairn.info,2005:numero:E_ES_055 2026-02-04T00:00:00+01:00 2026-02-06T00:00:00+01:00

Pages 2 to 4| Front matter

Pages 5 to 21| Presentation of the Report. Decolonising the sociology of education | Jean-Émile Charlier, Fatoumata Hane

Pages 23 to 34| Educate differently or perish: the challenge of education in the African continent | Francis Akindès, Fatoumata Hane, Jean-Émile Charlier

Pages 35 to 51| Attending Koranic schools in the Ivory Coast and Guinea: Islam, politics and education in West Africa | Issouf Binaté, Sékou Traoré, Yaya Tamela

Pages 53 to 68| The contribution of Franco-Arab private universities to educational and cultural development in Niger | Aissata Assane Igodoe, Mahamane Mahaboubou Malam Sani, Alassane Salao

Pages 69 to 84| The proliferation of schooling alternatives in Niger: resilience processes during multidimensional crises | François-Xavier De Perthuis de Laillevault, Issa Evaristho Moussa

Pages 85 to 99| The condition of displaced persons and the re-schooling of internally displaced pupils in the municipality of Kaya (north-centre of Burkina Faso) | Zakaria Soré

Pages 101 to 116| Child labour. Forms of articulation between school and non-school work: the case of Néma 2 in Ziguinchor (Senegal) | Malamine Diedhiou

Pages 117 to 131| Ideas for schools refocusing on the development of multilingual and multicultural skills | Mouhamed Abdallah Ly, Juste Kamire Mingou

Pages 133 to 148| Dropping out of school, reinventing oneself and socio-professional self-integration pathways for young entrepreneurs in Yaoundé (Cameroon) | Gérard Amougou

Pages 149 to 149| Immediate sociology

Pages 151 to 156| Attacks against researchers and the war against Education | Henry A. Giroux, Nathalie Bélanger

Pages 157 to 179| Aiming for adequationism to achieve excellence in vocational training: a concern for employers? | Ines Albandea, Manuella Roupnel-Fuentes, Nicolas Divert, Pauline David

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Pages 1 to 4| Front matter

Pages 5 to 6| Tribute to Dominique Pasquier | Anne Barrère

Pages 7 to 26| Presentation of the Report Democratisation and regulating access to higher education: elements of comparison | Carole Daverne-Bailly, Esther Geuring

Pages 27 to 48| The democratisation of higher education in contemporary societies: the scope and limits of the effects of public policies | Pierre Canisius Kamanzi

Pages 49 to 67| Trajectories of massification in European higher education: are we witnessing a major convergence? | Nicolas Charles, Romain Delès

Pages 69 to 89| The university vis-à-vis students: the diversification of teaching sites in Quebecer universities | Pierre Doray, Natacha Prats

Pages 91 to 114| An analysis of school dynamics. The case of high school guidance counselling | Erwan Lehoux

Pages 115 to 134| Guidance information and support: what are the realities in a rural high school? | Carole Daverne-Bailly, Esther Geuring, Yong Li

Pages 135 to 156| The educational pathway for students with disabilities in higher education through the prism of successive selections | Pierre Canisius Kamanzi, Annie Pilote, Simon Bilodeau-Carrier, Mariata Sall

Pages 157 to 167| From laughter to an ‘important’ translation | Kevin Diter, Sylvie Octobre, Régine Sirota

Pages 169 to 180| Unequal Childhoods: birth of a social sciences classic. Interview with Annette Lareau | Annette Lareau, Sylvie Octobre, Kevin Diter, Sylvie Octobre, Régine Sirota

Pages 181 to 194| Discovery, source of inspiration and reinterpretation by three sociologists | Bertrand Geay, Julie Pagis, Émilie Grisez

Pages 195 to 200| Book review of Unequal childhoods | Anne Barrère

Pages 201 to 218| Academic freedom and the right to dignity: the ordeal of the ‘n-word’ in a Canadian university | Stéphanie Tremblay, Mathieu Colin

Pages 219 to 224| Report – From secondary to higher education: new systems | Carole Daverne-Bailly, Esther Geuring

Pages 231 to 231| Back matter

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Pages 1 to 4| Front matter

Pages 5 to 18| Presentation of the Report. Academic knowledge, online knowledge: the challenges of a confrontation | Anne Barrère, Dominique Pasquier

Pages 19 to 35| At YouTube school | Vincent Faillet

Pages 37 to 52| The teacher I wish I had: videos for learning? | Dominique Pasquier

Pages 53 to 61| History YouTubers in France | Prem Carriou, Dominique Pasquier, Anne Barrère

Pages 63 to 82| Learning history on YouTube. The relationships between knowledge and society in the light of the long history of knowledge mediation | Étienne Bourdon, Dominique Pasquier, Anne Barrère

Pages 83 to 100| Training at home: autonomous sports practices by 6-18-year-olds in rural areas | Noémie Roques

Pages 101 to 118| How do girls learn to make videos? Audiovisual designs and productions by female humanities students | Laurent Tessier, Virginie Trémion

Pages 119 to 139| The moral function of repeating a year. A full-scale Belgian experiment during the health crisis | Hugues Draelants, Jacques Balthasar Georges

Pages 141 to 168| A contribution to the history of the sociology of education in France. The school form: the contributions and legacies of Guy Vincent and the GRS | Martine Kherroubi

Pages 169 to 179| Back matter

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Pages 5 to 19| Inclusion, a frame of reference to test school organisations | Nathalie Bélanger, Gaële Goastellec, Marie Verhoeven

Pages 23 to 40| Implementing the inclusive paradigm in two French vocational schools: institutional organisation and professional practices | Valérie Capdevielle, Amélie Courtinat-Camps, Myriam de Léonardis, Léna Lespine, Florence Savournin, Émilie Chevallier-Rodrigues, Emmanuelle Brossais

Pages 41 to 61| Between inclusion and selection: the orientation of newly-arrived allophone pupils in welcome class councils in Switzerland | Noémie Mathivat, Jeanne Rey, Laure Kloetzer

Pages 63 to 80| The renewed meanings of inclusion in higher education in Chile: the Access to Higher Education Program (PACE) | Tomás Ilabaca Turri, Claudia Cecchi Bernales, Karla Moreno Matus

Pages 83 to 100| The professional ecology of inclusive schools in the Wallonia-Brussels Federation: tasks and competitive struggles between professional groups | Amandine Bernal Gonzalez, Xavier Dumay, Vincent Dupriez, Virginie März

Pages 101 to 118| Between seams and cuts: the interplay of professional boundaries in inclusive education in France | Matthieu Laville, Philippe Mazereau

Pages 119 to 134| The effects of inclusive policies on the mandate and work of specialist teachers in the canton of Vaud | Laurent Bovey

Pages 137 to 154| The right to inclusion, all things being equal | Alexandre Sotirov

Pages 155 to 171| Parents’ access to monitoring their children’s schooling in a priority education secondary school: a case study | Sylviane Feuilladieu

Pages 173 to 188| Social diversity in schools: a socially key issue for schools and society in the future | Aziz Jellab

Pages 189 to 215| A contribution to the history of the sociology of education in France. The development of the concept of the school form from 1961 to the early 1980s | Martine Kherroubi, Francis Lebon

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Pages 5 to 15| Education systems and religions in areas of Catholic culture: what are the current reconfigurations? | Bruno Poucet, Ismail Ferhat

Pages 17 to 32| Religious influence and the challenge of objectivity in teaching about emotional life and sexuality in the Republic of Ireland | Agathe Ferreira, Karin Fischer

Pages 33 to 53| Religious diversity and public education in Brazil: new challenges | Guilherme Ramalho Arduini

Pages 55 to 69| De-secularisation of education in Mexico | Adelina Arredondo, Roberto González Villarreal

Pages 71 to 87| Identifying secular nonobservance in schools. A public policy of the religiously unacceptable? | Ismail Ferhat

Pages 89 to 108| The religious return in Catholic schools in France: an overview and questions | Bruno Poucet

Pages 109 to 126| A good religiosity? Ambivalence in teacher discourse and parental tactics in a priority neighbourhood | Chloé Riban, Camille Noûs

Pages 127 to 144| Transmitting family religious heritages: the case of students at the University of Paris 8 Vincennes-Saint-Denis | Charles Soulié

Pages 145 to 166| Demonstrating excellence in education. Analysis of the reports submitted to the public consultation on the creation in Quebec of a National Institute for Excellence in Education | Claude Lessard, Pierre Doray, Frédéric Saussez, Quentin Delavictoire

Pages 167 to 185| Sexual harassment in higher education in French-speaking sub-Saharan Africa: the case of the University of Lomé | Charlotte Vampo, Koutchoukalo Tchassim

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Pages 5 to 15| An overview of teaching practices through the prism of the goal of schools and the evolution of young people | Anne Barrère

Pages 17 to 31| Opening up of schools and inequalities. Findings and perspectives | Julien Netter

Pages 33 to 49| Educating for what? New secondary school teachers’ relationship to their profession and to schools | Nada Chaar

Pages 51 to 68| Listening to students: the successes and failures of child negotiations | Amélia Legavre

Pages 69 to 85| Bringing video games into the classroom: juvenile gaming cultures through the prism of teaching practices | Romain Vincent

Pages 87 to 99| Returning to school—at the crossroads of time and the event | Joël Zaffran, Juliette Vollet

Pages 101 to 122| Out-of-class learning and leisure in the digital age | Agnès Grimault-Leprince

Pages 123 to 137| “We’re just planting seeds” | Fabien Truong, Anne Barrère

Pages 139 to 160| Socializing through leisure? Work and professions at elementary school | Francis Lebon

Pages 161 to 178| Repeating a year is a team-based decision: understanding the meaning of teachers’ actions | Caroline De Pascale, Hugues Draelants

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Pages 5 to 27| Schooling and gender: North and South perspectives | Marie-France Lange

Pages 29 to 45| Gender equality policies in education and training: a cross-section view of Rwanda and Switzerland | Ernestine Narame, Farinaz Fassa

Pages 47 to 59| Enlisting mothers to promote girls’ schooling in Niger: the experience of mother educator associations in Dosso | Aissata Assane Igodoe

Pages 61 to 78| When girls do less well at school than boys. The case of children placed in child welfare in France | Céline Dumoulin, Isabelle Frechon

Pages 79 to 95| The daily life of primary school pupils and teachers in Cotonou. Implicit and explicit expressions of the gender system | Bénédicte Gastineau, Agnès Adjamagbo

Pages 97 to 114| The Conseil supérieur de l’éducation and the challenges of gender-based schooling in Quebec, from 1968 to 2020 | Mélanie Bédard

Pages 115 to 130| Blossoming without boys …but with conditions | Antoine Bréau, Denis Hauw

Pages 131 to 147| Rethinking academic support for girls in Senegal: the House of Education in Ziguinchor as a means of (re)enrolling them in school | Mélanie Jacquemin, Nathalie Mondain, Jean-Alain Goudiaby

Pages 149 to 166| How to overcome stereotypes and raise free and happy boys? | Christine Castelain-Meunier

Pages 167 to 183| Guidance and counselling in secondary schools: between commitment and inequalities | Carole Daverne-Bailly

Pages 185 to 200| Reunion Island: secularism challenged by creolisation | Émilie Pontanier

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Pages 5 to 14| Teachers and professional recognition: stakes, construction, experiences | Pascal Guibert, Régis Malet, Pierre Périer

Pages 15 to 40| Teachers and professional recognition. Frameworks of intelligibility, debate and controversy in Anglo-American research | Régis Malet

Pages 41 to 59| Sense of recognition and its relation to the profession of secondary school teachers: a typological approach | Pierre Périer

Pages 61 to 79| Struggle for recognition and interdependent relationships among secondary school teachers | Pascal Guibert, Alice Le Coz, Vincent Troger

Pages 81 to 96| Teachers and results-based management: moral ambivalence and denial of recognition | Christian Maroy, Annelise Voisin, Justine Castonguay-Payant, Michel Samy Diatta

Pages 97 to 113| The issue of Recognition as a support for trade union claims | André D. Robert, Pascal Guibert, Pierre Périer

Pages 115 to 147| Learning and living intelligences | André Petitat

Pages 149 to 164| Partnerships between schools and external actors: an educational episode interrupting school time | Lisa Devos

Pages 165 to 184| Inclusive schools, redefinition of the collective fact and functions of accessibility | Serge Ebersold

Pages 185 to 189| Samia Langar, 2021, Islam et école en France. Une enquête de terrain, Lyon, Presses universitaires de Lyon, Foreword by Benoît Falaize, 230 pages | Françoise Lorcerie

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Pages 5 to 22| Media socialisation through the lens of social, gender and sexual inequalities | Carine Guérandel, Audrey Gozillon, Emmanuelle Walter

Pages 23 to 41| The absence of truancy in the media: masking the causes by denouncing the abuses | Xavier Pons

Pages 43 to 62| The sports heroine in cinema, between regressive representation and patriarchal domination | David Sudre

Pages 63 to 80| What is read and seen in the children’s written press: the gender of sport | Oumaya Hidri Neys, Hugo Juskowiak, Anaïs Bohuon, Jean Bréhon

Pages 81 to 97| Social inequalities, dispositions and digital uses | Fabien Granjon

Pages 99 to 114| Making images of yourself on Instagram to negotiate gender norms | Alexie Geers

Pages 115 to 132| “I might not be gay if I hadn’t watched gay porn”. Minoritized sexuality and media-enhanced socialisation | Maialen Pagiusco

Pages 133 to 149| Unequal agency: video games and girls’ access to public debate | Judit Vari

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Pages 5 to 19| Vocational and technical training: from its societal secondarisation within the sociology of education to its promotion as a flagship-subject of comparative social sciences | Éric Verdier, Pierre Doray

Pages 21 to 37| Obstacles to a sociology of the training of future blue-collar workers and employees in France | Gilles Moreau

Pages 39 to 55| The paradoxes of educational democratization between selection and downgrading. The case of Secondary Technical Education in Argentina | Claudia Jacinto, Éric Verdier

Pages 57 to 76| Access to vocational training under a reprofessionalization regime | Pierre Doray, Benoît Laplante, Natacha Prats

Pages 77 to 93| Teaching practices in Initial Vocational Training: between school form and professional socialisation | Pauline David

Pages 95 to 109| The fight against student disengagement in Europe: a vocational training policy | Pierre-Yves Bernard

Pages 111 to 127| Social justice in priority education: conceptions and operationalisations in the context of a scheme to promote excellence | Alice Pavie, Noémie Olympio, Caroline Hache

Pages 129 to 148| Quebec teachers’ relationship to law and justice: discourses and daily interventions | Maryse Potvin, David Lefrançois, Marc-André Éthier, Stéphanie Demers, Laurent Paradis-Charrette, Amélie Cambron-Prémont

Pages 149 to 171| The sociology of Portuguese education: Dynamics of knowledge production and field identity | José A. Palhares, Leonor L. Torres

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Pages 5 to 13| An expanded sociology of education: Space and time in education | Jean-Louis Derouet

Pages 15 to 35| School form or human production device | Jean-Émile Charlier, Sarah Croché

Pages 37 to 56| Does digital technology allow for less constrained learning? A review of the literature | André Tricot

Pages 57 to 77| Educating uncertainty: The culture of information and critical thought, a comparative approach | Anne Lehmans

Pages 79 to 95| Digital training devices in primary schools: Use of role models and redistribution of roles. Feedback from players | Cécile Plaud

Pages 97 to 122| Educating without schools: Who? Why? How? The results of surveys in French-speaking territories | Christine Brabant

Pages 123 to 141| Home education as a worldwide phenomenon | Alice Tilman, Éric Mangez

Pages 143 to 160| The governance of family learning: Regulatory tools and standard approaches | Christine Brabant, Marine Dumond

Pages 161 to 176| School, work, leisure. When school education meets truancy | Anne Barrère, Camille Noûs

Pages 177 to 192| Learning about oneself: Self-organized long-distance touristic trips as a learning space-time | Gilles Brougère

Pages 193 to 206| Students in light of what we know about today’s youth | Jacques Hamel

Pages 207 to 218| Reviews

]]> tag:cairn.info,2005:numero:E_ES_044 2020-05-22T00:00:00+02:00 2020-06-11T00:00:00+02:00

Pages 5 to 5| To Yves Dutercq

Pages 7 to 11| Editorial

Pages 13 to 28| Scheduling learner flows | Jean-Émile Charlier, Sarah Croché

Pages 29 to 47| The grammar of accessibility | Serge Ebersold

Pages 49 to 63| Accessibility as translation: Players challenged by an inclusive approach | Sylviane Feuilladieu

Pages 65 to 79| Academic accessibility and legitimization: An analysis of the teacher classifications of allophone children and young migrants | Maïtena Armagnague

Pages 81 to 96| Gold and lead: The experience of the undeclared work of intellectually precocious students in inclusive schools | Joël Zaffran

Pages 97 to 111| Quebecer schools faced with the challenge of inclusion: Competition, parent power and division of educational work | Louis LeVasseur, Catherine Cormier-Boutin

Pages 113 to 129| Diversity and minorities in the prism of educational reforms. Comparative approach of the “Revolution of common sense” in Canada and “Tomorrow’s Schools” in New Zealand | Nathalie Bélanger

Pages 131 to 148| La Hallyu or how to learn small things: An education in cosmopolitism from the bottom | Vincenzo Cicchelli, Sylvie Octobre

Pages 149 to 164| Globalized student anger? A comparative analysis of student movements in Chile (2011), in Québec (2012) and Hong Kong (2014) | Cécile Van de Velde

Pages 165 to 179| The schooling of children in care: What levers for family substitution? | Hélène Join-Lambert, Benjamin Denecheau, Pierrine Robin

Pages 181 to 194| Secular education? The genealogy of pedagogization | Ismail Ferhat

Pages 195 to 205| Reviews

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Pages 5 to 23| Introduction to the report Educational reforms as indicators and amplifiers of teaching divisions | Farinaz Fassa-Recrosio, Pierre Bataille

Pages 25 to 39| Recomposition of professionalities and the division of teachers’ work in a context of accountability. The case of education professionals in French-speaking Belgium | Branka Cattonar, Vincent Dupriez

Pages 41 to 56| Accountable, but not liable? Results-based management and accountability relations in French schools | Hélène Buisson-Fenet, Xavier Pons

Pages 57 to 75| Managing teachers? Hierarchical relations in French schools in the era of New Public Management | Laurent Frajerman

Pages 77 to 92| Graduate teachers’ access to jobs in French-speaking Switzerland. What are the effects of locally managed recruitment on job-access logics? | Crispin Girinshuti

Pages 93 to 118| The shift in the identity of the job of career guidance councillors in light of the transformations of the organisation of schoolwork in Quebec | Simon Viviers, Abdoulaye Anne, Patricia Dionne

Pages 119 to 136| Leaving teaching: an indicator of the transformations of the secondary school teaching profession | Magali Danner, Géraldine Farges, Héloïse Fradkine, Sandrine Garcia

Pages 137 to 153| Abandoning one’s profession, leaving school: what feminine professional career changes express about teachers’ work | Sophie Devineau

Pages 155 to 169| Competency-based reforms and results-based management: Convergent or strained movements? The case of Pedagogical Renewal in Quebec | Cécile Mathou

Pages 171 to 186| Inclusive education and priority policies: meeting of minds between Chile and Europe | Muriel Armijo Cabrera

Pages 187 to 202| Reviews

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Pages 5 to 12| Introduction. The return of moral education

Pages 13 to 29| The effectiveness of the Homo sustainabilis production process | Jean-Émile Charlier, Sarah Croché

Pages 31 to 50| Educating civil values: How to compare? A methodological reflection on the basis of a Franco-German case | Claude Proeschel, Andrea Szukala, Reinhold Hedtke

Pages 51 to 68| Between formal curriculum and hidden curriculum. What morality do schools really teach? | Olivier Maulini

Pages 69 to 83| Return to education. Educational academic exercises for the 21st century. Pleading for a new field of research | Anne Barrère

Pages 85 to 100| Survey on teaching democratic citizenship in French-speaking Belgium: A new political imagination and fragmented local translations | Marie Verhoeven, Évelyne Jadot

Pages 101 to 118| How do codes of conduct impact secondary school students’ relation to the law? | Stéphanie Demers, André Clermont, David Lefrançois, Marc-André Éthier, Maryse Potvin

Pages 119 to 134| The return of moral education in Korea, an example of educationalization? | Yougsil Kim, Yves Dutercq

Pages 135 to 156| Taking into account non-academic skills in the redefinition of the human capital developed by students. Applying this to students in French primary schools | Sophie Morlaix, Agathe Fanchini

Pages 157 to 168| Fast Track, a new integration program for newly arrived immigrants in Sweden | Elisabeth Hultqvist, Ida Lidegran

Pages 169 to 184| The socialisation of engineering students and the relation to ethics | Michel Villette

Pages 185 to 204| Reviews

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Pages 7 to 25| The links between employment and dropping out of university | Catherine Béduwé, Julien Berthaud, Jean-François Giret, Georges Solaux

Pages 27 to 42| ‘Grandes écoles’ preparation classes, how to reconcile international competitiveness and democratic proximity? | Yves Dutercq, James Masy

Pages 43 to 61| The figures of deviance in schools: “disruptive students” as an analyser of the transformation of educational and academic environments | Benjamin Moignard, Stéphanie Rubi

Pages 63 to 71| Desanctuarisation of Schools and republican socialisation. Paper on the redefinition of how diversity is treated at schools through the prism of Moral and Civic Education | Thomas Douniès

Pages 73 to 91| Autonomy of academic institutions and justice in education. Report: Intellectual and political debate on the autonomy of schools | Laurent Frajerman

Pages 93 to 103| Round table: Autonomy of schools, justice and efficiency: Viewpoints from French union representatives Frédérique Rolet (SNES) and Philippe Tournier (SNPDEN) | Laurent Frajerman

Pages 105 to 120| For the good of students. The production of parental consent in teacher-parent interviews in underprivileged areas | Fabien Deshayes, Jean-Paul Payet, Julie Pelhate, Diane Rufin

Pages 121 to 127| Small steps for Peace. Paper on the “Humane Education” movement | Jérôme Michalon

Pages 129 to 150| The contributions of Isadora Duncan’s dance to pedagogy | Véronique Pressard-Berthier

Pages 151 to 167| Genesis and rise of the culture of information within the French educational system. Where are we twenty years later? | Vincent Liquète

Pages 169 to 176| A public policy under tension. The French national education fight against conspiracy theories. Research paper | Sarah Haderbache

Pages 177 to 193| Open science through the prism of the European Commission | Ghislaine Chartron

Pages 195 to 213| What are the challenges for critique with regard to the new subjects of research in education? Some thoughts based on the Quebecer example | Louis Le Vasseur, Marina Schwimmer, Arianne Robichaud

Pages 215 to 230| Comparatism standing the test of postcolonial studies | Oana Marina Panait

Pages 231 to 255| Reviews

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Pages 5 to 38| Introduction | Sarah Croché, Marie-Claude Derouet-Besson

Pages 39 to 72| The adventures of justice. Some reflections on the contribution of the sociology of conventions to the analysis of educational policies in the transition period between the 20th and 21st centuries | Jean-Louis Derouet

Pages 73 to 88| Conventions of quality and public action regimes: how to understand the shifts in the Moroccan education and training system | Éric Verdier

Pages 89 to 103| Inclusive schools, with regard to the imperative of accessibility | Serge Ebersold

Pages 105 to 121| Sociology of childhood and sociology of education: Back and forth | Régine Sirota

Pages 123 to 144| Natural and artificial intelligences: learning and education. The great return of our bio-neuro-symbolic foundations | André Petitat

Pages 145 to 166| The paradox of the development of the sociology of education in Québec | Pierre Doray, Amélie Groleau, Claude Lessard

Pages 167 to 184| Heterogeneity of students at school. Return to categories of thought and action | Nathalie Bélanger

Pages 185 to 202| Teaching, researching, social intervention: exploring the possible horizons of the sociology of education in Portugal | Mariana Gaio Alves, Bruno Dionísio

Pages 203 to 217| The schooling of migrant children in Shanghai: National orientations and local implementations | Dan Zhang

Pages 219 to 233| The Tuareg in Mali textbooks: context and effects on their representations | Linda Gardelle

Pages 235 to 251| Educating the elites and the social inequalities of public universities in China since the higher education development policy | Jialu Tang

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Pages 5 to 18| Presentation | Oana Marina Panait, António Teodoro

Pages 19 to 34| Protesting in the Educational Space: The Experience of the Occupation of Secondary Schools by the Chilean Student Movement | Angelo Montoni

Pages 35 to 51| The Reactions Provoked by the Educational Measures of an Increasingly Authoritarian Regime. The Case of Hungary | Iván Bajomi

Pages 53 to 68| The Resistance of Educators to the Individualised Educational Project in French-speaking Belgium | Thomas Dormont

Pages 69 to 83| The Resistance of Single Mothers in Vietnam or the Failure of a Maternity Educational Model | Sarah Murru

Pages 85 to 99| The Underside of Resistance in Education: Emancipation, Conservatism and Paradoxes | Louis LeVasseur, Arianne Robichaud

Pages 101 to 117| The Art of Governing Schools in Africa: Managerial Domination and Elimination of Resistances | Hélène Charton

Pages 119 to 135| Resistances, Evasions, Ruses and Reappropriations | Jean-Émile Charlier, Sarah Croché

Pages 137 to 152| Academic Importunity, Orchestration of Accessibility and Inequalities | Serge Ebersold, Maïtena Armagnague

Pages 153 to 168| “Take his or her place”: A Gender Social Control Exercised by Peers in an Augmented Space | Sigolène Couchot-Schiex

Pages 169 to 183| A Student’s Professional Project: A Tool of Professionalization or an Injunction? | Romain Delès

Pages 185 to 200| The Perception of the Cycle of Educational Reforms by Teachers in Albania: A Well-assimilated Transition? | Enkeleda Arapi, Frédéric Lasserre

Pages 201 to 214| Reviews

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Pages 5 to 20| Presentation of the Report | Philippe Losego, Gaële Goastellec, Louis LeVasseur

Pages 21 to 35| Education Systems and Academic Knowledge | Philippe Losego

Pages 37 to 52| The Contributions of Social History in the Understanding of the Treatment of Academic Difficulties and Disabilities of Children in French Schools (1904-2013) | Philippe Mazereau

Pages 53 to 69| The Cultural and Political Meanings of Quebecer Public Education in the 19th Century | Mélanie Bédard

Pages 71 to 86| Sociohistory of Institutional Discourses on Education in Quebec: A Double-path Entry into Modernity | Louis LeVasseur

Pages 87 to 103| University Policies and Equal Opportunities: The Detours of History | Pierre Doray

Pages 105 to 121| Explaining the Inequalities of Accessing Higher Education in Finland and Switzerland (1950-2004): From Academic Structures to Social Policies | Gaële Goastellec, Jussi Välimaa

Pages 123 to 138| A Paradoxical Teaching Order: Vocational Schools as an Analyser of Progress and the Obstacles to Educational Democratisation | Aziz Jellab

Pages 139 to 155| An Analysis of the Composition Effects of the Group-class in Quebec: Influence of Academic Segregation and Pedagogic Projects | Alain-Guillaume Marcotte-Fournier, Sylvain Bourdon, Anne Lessard, Patricia Dionne

Pages 157 to 172| Situating Oneself amongst Peers: Conflict Affinity Groups. A Study of Interactions in School Playgrounds | Émilie Salaméro

Pages 173 to 187| The Choice of a Profitable Education: The Cost Sharing System in China. An Indispensable Decision? | Jialu Tang

Pages 189 to 205| The Integrative Form: The Case of Project-based Teaching | François Baluteau

Pages 207 to 224| Reviews

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Pages 5 to 14| Introduction: Utopias and TRANS-formation | André Petitat

Pages 15 to 31| The ‘support groups’ or the Triple Concretisation of the Feminist Utopia: Transformation of the Self, Construction of a Collective Feminist Subject and the Proposal of another ‘sharing of the reasonable’ | Marion Charpenel

Pages 33 to 48| From Reaching for the Skies to Living Well. Can Environmental Issues still be Bearers of Utopias? | Chantal Aspe, Marie Jacqué

Pages 49 to 64| The revolution in the Garden. Community-based Utopias and French Neo-Rural Experiences after May 68 | Paolo Stuppia

Pages 65 to 79| Criss-crossing Utopias in Eastern Europe: From the Communist Experience to the Post-communist Reality | Svetla Koleva

Pages 81 to 95| Italy 1914: War and Utopia | Stéfanie Prezioso

Pages 97 to 112| Principles and Practices of Community-based Education: The Lessons of Two French Phalansteries | Michel Lallement

Pages 113 to 127| School Effectiveness in Chile (1990-2014): A New Model for the Privatisation of Education | Juan Francisco Herrera Jeldres, Leonora Reyes-Jedlicki, Carlos Ruiz Schneider

Pages 129 to 145| Re-entering Education after Having Dropped out of School: Time in the Service of Decision-making | Juliette Vollet

Pages 147 to 160| Territorialisation, Engagement of Rural Teachers and Social Gender Relations. Comparative Study between Chile, France and Uruguay | Gilles Combaz, Catherine Rothenburger

Pages 161 to 176| Secular References and Religious Teaching: Some Re-compositions in Senegal, from the Colonial Period to the 21st Century | Oana Marina Panait

Pages 177 to 192| Reviews

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Pages 5 to 21| A History and Sociology of Teaching Economics | Élisabeth Chatel

Pages 23 to 31| What to Teach Beginner Students? The Lessons Introducing Economics in the Middle of the 20th Century in the United States | Julie A. Reuben

Pages 33 to 49| Genesis of the Economics Teaching Integrated into Social Sciences in French Secondary Schools between 1964 and 1966 | Élisabeth Chatel

Pages 51 to 66| Stakes and Tensions Regarding Secondary School Reform (2010-2012) in Economic and Social Sciences | Isabelle Harlé, Xavière Lanéelle

Pages 67 to 85| Teaching Economics in Secondary Schools in Germany: A Quarrel between the Old School and Modernists? | Andrea Szukala

Pages 87 to 102| Teaching Economics at the Crossroads of Reforms: Are We Capable of Seizing the Occasion? | Jack Reardon

Pages 103 to 118| The “Autism-Economics” Movement (2000-2001): An Intellectual Victory, a Political Defeat | Gilles Raveaud

Pages 119 to 132| An Ambiguous Priority? The Social Democrats and Education in France and Great Britain (1970-2000) | Ismail Ferhat

Pages 133 to 150| Unification of the Agricultural Teaching Branches and Diversity of Academic Institutions: A Positive Effect in Terms of Reducing Inequalities? | Laure Minassian

Pages 151 to 167| Understanding the Dysfunctions of an Artistic Partnership Project: Opera at Schools | Virginie Ruppin

Pages 169 to 183| University Tuition Fees and Social Justice: The English Example | Jules Donzelot

Pages 185 to 201| Reviews

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