https://shs.cairn.info/build/assets/cairn-B7RWiji2.png tag:cairn.info,2005:rss/revue/E_RFPED Cairn.info 2026 2026-02-19T00:00:00+01:00 tag:cairn.info,2005:numero:E_RFPED_227 2026-02-19T00:00:00+01:00 2026-02-19T00:00:00+01:00

Depuis 1967, la Revue française de pédagogie constitue au sein de l’espace francophone un lieu privilégié de publication et de discussion scientifique pour la recherche en éducation. Elle aborde ces questions dans une perspective large, ouverte à des approches diversifiées et à plusieurs disciplines de référence : psychologie, sociologie, philosophie, histoire, sciences de l’éducation, etc. Généralement regroupés en ensembles thématiques, les articles donnent accès aux apports les plus récents de la recherche en éducation. Chaque numéro comporte également une note de synthèse qui présente et problématise les acquis, les évolutions et les questions vives de la recherche dans un domaine donné, ouvrant des horizons sur le plan national et international. Enfin, la rubrique des notes critiques apporte aux lecteurs une information et une réflexion sur les principaux ouvrages récemment parus.

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Pages 9 to 34| Computational thinking and social inequalities: A study of a school robotics programme across six primary schools | Rawad Chaker

Pages 35 to 52| Prevalence and correction of neuromyths among educational science students | Christelle Delaplace, Fanny Ollivier

Pages 53 to 66| Diversifying perspectives in solving arithmetic problems through pivot statements: A study of the representations induced by different types of statements | Stéphanie Dénervaud, Catherine Audrin, Emmanuel Sander

Pages 67 to 83| Characteristics and quality indicators of the school environment as perceived by elementary school students from indigenous and socioeconomically disadvantaged backgrounds in Quebec | Mirela Moldoveanu

Pages 87 to 105| Educational stances in teaching politically sensitive issues: Developing teaching strategies based on professional contexts | Nicolas Hervé, Benoît Urgelli

Pages 107 to 131| Understanding and evaluating the specific role of art education: A contribution to a necessary model. The case of artist residencies | Alain Kerlan

Pages 135 to 139| Dominique Pasquier (1952-2025) | Florence Eloy, Quentin Gilliotte, Tomas Legon, Laurianne Trably

Pages 141 to 142| COLLECTIF LANGEVIN-WALLON. L’éducation prioritaire. Une politique féconde pour le système éducatif | Marceline Laparra

Pages 142 to 143| DUROVIC Anja & DUVOUX Nicolas (eds.). Jeunesses françaises contemporaines | Sylvie Octobre

Pages 143 to 145| ‪VITALE‪‪ Philippe. ‪‪L’école et les savoirs scolaires‪ | Éric Mangez

Pages 147 to 147| Received by the RFP

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Depuis 1967, la Revue française de pédagogie constitue au sein de l’espace francophone un lieu privilégié de publication et de discussion scientifique pour la recherche en éducation. Elle aborde ces questions dans une perspective large, ouverte à des approches diversifiées et à plusieurs disciplines de référence : psychologie, sociologie, philosophie, histoire, sciences de l’éducation, etc. Généralement regroupés en ensembles thématiques, les articles donnent accès aux apports les plus récents de la recherche en éducation. Chaque numéro comporte également une note de synthèse qui présente et problématise les acquis, les évolutions et les questions vives de la recherche dans un domaine donné, ouvrant des horizons sur le plan national et international. Enfin, la rubrique des notes critiques apporte aux lecteurs une information et une réflexion sur les principaux ouvrages récemment parus.

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Pages 9 to 25| Amplifying and modifying motivational dynamics in an inclusive classroom: the benefits of co-teaching | Amaël André, Julien Despois, Samuel Hamon, Philippe Tremblay

Pages 27 to 45| Evaluating educational initiatives and innovations in higher education. The example of the IDEFI program | Julien Berthaud, Jean-François Giret

Pages 47 to 66| Transmitting and imitating culture, creating language in nursery school: an example with a lullaby | Carole Le Hénaff, Gérard Sensevy, Stéphanie Tollu

Pages 67 to 84| Socially oriented school orchestras: An ambiguous collective musical practice | Charlotte Massemin, Matthieu Battistelli

Pages 85 to 103| Using analogy to conceptualise pedagogical differentiation in initial teacher training | Stéphanie Naud, Lionel Dechamboux, Lucie Mottier Lopez, Emmanuel Sander

Pages 105 to 116| Parenting and school accountability: a challenging experience during lockdown | Pierre Périer

Pages 119 to 162| Private education in France: renewed research – 2000-2025 | Bruno Poucet

Pages 163 to 165| Élisabeth Bautier & Marion van Brederode (eds.). Des différences curriculaires en classe de 6^e. Une analyse de cahiers d’élèves d’établissements socialement différenciés | Ariane Richard-Bossez

Pages 165 to 168| Annette Lareau. Enfances inégales. Classe, race et vie de famille | Jean-Yves Rochex

Pages 168 to 170| Bruno Poucet. La dissertation de philosophie. Histoire et enjeux | Patrick Rayou

Pages 170 to 172| Marianne Thivend. Ces femmes qui comptent. Le genre de l’enseignement commercial en France au XIX^e siècle | Yves Verneuil

Pages 173 to 173| Received by the RFP

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Depuis 1967, la Revue française de pédagogie constitue au sein de l'espace francophone un lieu privilégié de publication et de discussion scientifique pour la recherche en éducation. Elle aborde ces questions dans une perspective large, ouverte à des approches diversifiées et à plusieurs disciplines de référence : psychologie, sociologie, philosophie, histoire, sciences de l’éducation, etc. Généralement regroupés en ensembles thématiques, les articles donnent accès aux apports les plus récents de la recherche en éducation. Chaque numéro comporte également une note de synthèse qui présente et problématise les acquis, les évolutions et les questions vives de la recherche dans un domaine donné, ouvrant des horizons sur le plan national et international. Enfin, la rubrique des notes critiques apporte aux lecteurs une information et une réflexion sur les principaux ouvrages récemment parus.

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Pages 9 to 23| Young people’s introduction to public institutions. School visits as a significant political experience | Camille Amilhat

Pages 25 to 39| Teachers facing reforms: dynamics of action and contexts of implementation | Georges Felouzis, Barbara Fouquet-Chauprade, Kilian Winz

Pages 41 to 53| “Vie physique et jeux”: an educational utopia for democratic societies | Willy Hugedet

Pages 55 to 82| Gaining a better understanding of the development of teacher assessment culture through their assessment practices: reflections and avenues for research and training | Raphaël Pasquini, Fernando Morales Villabona

Pages 83 to 95| Senior Educational Advisors’ knowledge. How the recruitment process defines the profession | Émilie Saunier, Marianne Woollven

Pages 97 to 112| Students with rare diseases: impeded academic paths and discrimination experiences | Lucas Sivilotti, Zoé Rollin, Éric Dugas

Pages 115 to 160| Motivational self-regulation: an overview of a developing field of research | Laurent Cosnefroy, Jean-Louis Berger

Pages 161 to 163| Malika KAHERAOUI, Laetitia PERRET & Stéphanie VOLTEAU (eds.). La circulation des modèles théoriques en didactique du français dans les pratiques enseignantes | Dominique Bucheton

Pages 163 to 166| Isabelle NOCUS. Bilinguismes des enfants en contextes multilingues | Pascale Prax-Dubois

Pages 166 to 168| Xavier PONS. La fabrique des politiques d’éducation. La rapidité sans la qualité ? | Hugues Draelants

Pages 168 to 170| Michel TONDELLIER. L’uniforme scolaire à la Martinique. Interroger l’évidence | Camille Lavoipierre

Pages 169 to 169| Received by the RFP

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This issue examines the ways in which cultural capital is transmitted in the most culturally rich families, in the light of the osmotic transmission hypothesis first formulated by Pierre Bourdieu and Jean-Claude Passeron in Les héritiers. This notion, put forward as a hypothesis, was intended to give meaning to the correlations between cultural inheritance and educational success. The aim of this issue is to examine it empirically, in the light of current modes of transmission of cultural capital, in order to assess its legacy sixty years on. The articles are based on surveys of actual practices that reveal the transmission of cultural capital by those involved in family socialisation or “delegated” by the family (in cultural institutions in particular). They show the systematic, regular and ongoing action taken by these agents to enable children to integrate highly valued cultural knowledge (language, art, etc.). The contributions collected here all examine the way in which these actions are carried out on a daily basis and show that they have nothing to do with the spontaneous absorption of socially valued ways of seeing, feeling and speaking: systematically and tirelessly correcting children’s spontaneous speech errors, enriching and increasing schoolwork in a domestic setting to improve performance, passing on the rudiments necessary for learning to read, or appropriating works of art from museums as part of an extracurricular initiation are all expressions of an inculcation process that is not very visible from the outside, but is real. However, there are also practices that make the work of transmission invisible, reinforced by new conceptions of childhood and conducive to giving the appearance of absorption by osmosis.

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Pages 9 to 20| Transmitting cultural capital today: what is the legacy of the notion of osmosis? | Joanie Cayouette-Remblière, Sandrine Garcia, Joël Laillier

Pages 21 to 34| “Don’t say ‘I buyed’, say ‘I bought’”. How children learn linguistic correctness in families with high levels of educational capital | Martine Court

Pages 35 to 52| Learning at home: how the transmission of knowledge of the alphabetic principle varies by social background | Paul Gioia

Pages 53 to 70| The categorisation of gifted children as a legitimation of the intensive cultural regime implemented by their parents | Léa Dousson

Pages 71 to 85| At the museum as at home. Osmotic learning toward cultural ease beyond the family environment | Claire Desmitt

Pages 89 to 106| Collaborative research within a school context: proposal for a typology of its processes | Charles Nicaud, Amaël André, Catherine Delarue-Breton

Pages 109 to 139| What do we know about grade skippers? | Diane Sicre, Florence Bara, Nathalie Huet

Pages 141 to 143| Carole CHRISTEN. À l’école du soir. L’éducation du peuple à l’ère des révolutions, 1815-1870 | Françoise F. Laot

Pages 143 to 146| Anne JONCHERY & Sylvie OCTOBRE (eds.). L’éducation artistique et culturelle. Une utopie à l’épreuve des sciences sociales | Rémi Deslyper

Pages 146 to 148| Xavier PONS. Débattre des politiques d’éducation en France. Une enquête sociologique (1997-2022) | Georges Felouzis

Pages 148 to 151| Floriane WOZNIAK & Anne-Marie O’CONNELL (eds.). La genèse des savoirs dans les recherches collaboratives : approches didactiques | Carole Le Hénaff, Caroline Perraud

Pages 153 to 153| Received by the RFP

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Pages 9 to 26| Contextualisation in history: a didactic study on the relationship between school epistemology and academic epistemology | Sylvain Doussot, Nadine Fink

Pages 27 to 39| Contextualisation and problematisation: from language to history | Michel Fabre

Pages 41 to 54| Contextualising at school and contextualising as a historian. An epistemological reading of practices in France | Gaïd Andro

Pages 55 to 68| Practices of contextualisation: are there traces of the heuristics of historical thinking in the work of professional historians? A case study based on recent articles from Québec | Marc-André Éthier, David Lefrançois

Pages 69 to 85| Historiographical framing and transposition of investigative work: a negotiation between didactics researchers and history teachers | Sylvain Doussot, Lucie Gomes

Pages 87 to 100| Contextualisation as a category for analysing the construction of knowledge in history class: the example of two primary school experiments | Nadine Fink, Étienne Honoré

Pages 101 to 112| Contextualisation and document criticism in the history classroom | Didier Cariou, Marie Coutant

Pages 115 to 128| Mothers facing schoolwork during the 2020 Covid lockdown in France and Switzerland | Pascal Barbier, Jean-Marie Le Goff, Julie Landour

Pages 129 to 148| Where and how do teachers continue to learn their job? Postures and pathways within a “professional learning landscape” | Simon Enthoven, Vincent Dupriez, Virginie März

Pages 149 to 151| Stéphanie DAUPHIN (ed.). Les enseignantes en France (XVI^e-XX^e siècle). Sexe, genre et identité professionnelle, Rennes: Presses universitaires de Rennes, 2023, 328 pages. | Yves Verneuil

Pages 151 to 155| Aurélie DELAGE, David GIBAND, Kevin MARY & Nora NAFAA. Géographie de l’éducation. Concepts, enjeux et territoires, Paris: Armand Colin, 2023, 240 pages. | Gwenaëlle Audren

Pages 155 to 156| Émilie GRISEZ. À l’école primaire catholique. Une éducation bien ordonnée, Paris: PUF, 2023, 280 pages. | Laure Sève

Pages 156 to 158| Robert LACROIX, Catherine HAECK, Claude MONTMARQUETTE & Richard E. TREMBLAY. La sous-scolarisation des hommes et le choix de professions des femmes, Montréal: Les Presses de l’Université de Montréal, 2023, 232 pages. | Gilles Combaz

Pages 159 to 159| Received by the RFP

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Pages 9 to 31| A geographical approach to school avoidance: towards accentuating social segregation between secondary schools? The example of Marseille | Gwenaëlle Audren

Pages 33 to 49| Disability in educational and vocational guidance in France: between specific segmentations and intersecting inequalities | Célia Bouchet

Pages 51 to 68| “When you only have love”. Caring in vocational education, or how to convert social dispositions into academic qualifications | Guillaume Cuny, Lucy Bell

Pages 69 to 81| The contours of a technical culture in a vocational training programme. What learning and transmitting means in the SAPAT vocational training programme | Séverine Depoilly

Pages 83 to 97| The social and material construction of teachers’ working time: A contribution to understanding the “malaise” | Julien Tourneville

Pages 101 to 142| Learning territories: French policy framework and research object | Cécile Berterreix, Sébastien Chaliès

Pages 145 to 147| Lucie Tanguy (1937-2024) | Catherine Agulhon

Pages 149 to 152| Guy Brousseau (1933-2024) | Lalina Coulange

Pages 153 to 155| De Cock Laurence. Une journée fasciste. Célestin et Élise Freinet, pédagogues et militants, Marseille: Agone, 2022, 224 pages. | Juliette Fontaine

Pages 155 to 157| Desrumaux Clément & Mainsant Gwénaëlle (eds.). Apprendre la politique. Enquête sur les étudiant·e·s en droit et science politique en France, Villeneuve d’Ascq: Presses universitaires du Septentrion, 2022, 254 pages. | Ludivine Balland

Pages 157 to 160| Lansade Godefroy. La vision des inclus. Ethnographie d’un dispositif pour l’inclusion scolaire (Ulis), Suresnes: Éd. de l’INSHEA; Nîmes: Champ social, 2021, 375 pages. | Joachim Benet Rivière

Pages 160 to 162| Wyss Anouchka, Gvozdic Katarina, Gentaz Édouard & Sander Emmanuel. Comment favoriser les apprentissages scolaires. Repenser les gestes professionnels pour l’enseignement, Paris: Dunod, 2023, 224 pages. | André Tricot, Louis Bourgaux

Pages 163 to 163| Received by the RFP

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Pages 9 to 16| Focus on teachers’ (dis)engagement | Léa Palet, Jean-Gabriel Contamin, Tristan Haute, Igor Martinache, Stéphan Mierzejewski

Pages 17 to 32| Rewarding teachers through commitment? Recognition of work and its implicit aspects | Léa Palet

Pages 33 to 46| The end of an alternative schooling experience. Local governance and the decline of teachers’ activism | Marie-Charlotte Allam

Pages 47 to 70| “Spice” and “baggage”. High school teachers’ careers through the lens of professional commitment | Caroline Bertron, Géraldine Farges, Anne-Élise Velu

Pages 71 to 88| The school of disengagement? Over-responsibilisation and powerlessness of teachers in the face of student difficulties | Stéphan Mierzejewski, Sylvain Broccolichi, Christophe Joigneaux, Christelle Dormoy

Pages 91 to 105| Not just anyone can teach with us! Reasons for “micro high school” teachers’ commitment | Joël Zaffran

Pages 109 to 116| “Educational alignment”: Can’t see the wood for the trees? | Marc Romainville

Pages 119 to 155| Pedagogical mediations at play in the era of interactive digital systems: A narrative and critical literature review | Pascal Detroz, Nathalie Younès

Pages 157 to 159| BRUCY Guy, LAS VERGNAS Marie-Laure & TROGER Vincent. Hippolyte Luc. Le singulier destin d’un visionnaire de l’école républicaine | Marc Suteau

Pages 159 to 162| GOMES Lucie. Enseignement de l’histoire et esprit critique | Peter Geiss

Pages 162 to 163| LAPOSTOLLE Guy & SOLAUX Georges. Les partis politiques français et leur projet d’école | Hervé Le Fiblec

Pages 164 to 165| VAUCHER Matthieu. Une école sans classes. L’éducation scolaire en plein air à Lausanne (1907-2014) | Pascal Clerc

Pages 167 to 167| Received by the RFP

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Pages 9 to 26| Justice, education, democracy: Theoretical and empirical research on “pedagogic rights” | Daniel Frandji

Pages 27 to 46| Beyond the utilitarianism vs recognition debate: The development of normativity and individuation through trials | Jean-Yves Rochex

Pages 47 to 60| Inclusive society, pedagogic rights and accessibility functions | Serge Ebersold

Pages 61 to 65| Bernstein’s “pedagogic rights” confronted with education law | Philippe Raimbault

Pages 67 to 81| Participation in pedagogic practices at the “frontiers” of school. The case of an extra-curricular activity from the perspective of pedagogic rights | Sidonie Souvignet

Pages 83 to 97| When pedagogic rights become professional duties. Hiatus in continuing education for the reform of professional practices in healthcare | Sophia Stavrou, Célia Poulet, Iris Loffeier

Pages 99 to 103| Understanding contemporary schools through “pedagogic rights”: focus, long focus, out of focus | Anne Barrère

Pages 105 to 117| Democracy and Participation. Observations on the theme of education and democracy | Basil Bernstein

Pages 121 to 139| Nature of student commitment throughout the university career: What are the differences between new university students and students nearing the end of their studies? | Amélie Duguet, Sophie Morlaix

Pages 141 to 144| AUDIDIÈRE Sophie & JANVIER Antoine (eds.). “Il faut éduquer les enfants…” L’idéologie de l’éducation en question | Xavier Riondet

Pages 144 to 145| BRODY Aymeric, CHICHARRO Gladys, COLIN Lucette & GARNIER Pascale. Les “petits coins” à l’école. Genre, intimité et sociabilité dans les toilettes scolaires | Rachel Gasparini

Pages 146 to 148| CHARTIER Anne-Marie. L’école et l’écriture obligatoire | Anna Cattan

Pages 148 to 150| MOREAU Pierre-François & POUTEYO Michaël (eds.). Fernand Deligny et la philosophie. Un étrange objet | Igor Krtolica

Pages 151 to 151| Received by the RFP

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Pages 7 to 28| Secondarisation and useful knowing | Sophie Gobert

Pages 29 to 45| School lavatories: A spatial approach to understanding the quality of students’ experiences | Isabelle Joing, Clément Llena

Pages 47 to 67| The activity system of school headmaster: Modelling in terms of professional problems to understand the complexity of the role | Florian Ouitre, Sandrine Prevel

Pages 69 to 89| Influence of performance goals, mastery avoidance, and shyness on engagement in university studies | Anne Plantade-Gipch, Charles Martin-Krumm, Alain Blanchet, Anita Müller, Fleur Le Roux, Hélène Maire

Pages 91 to 127| Response to intervention: A framework to prevent reading difficulties | Caroline Viriot-Goeldel

Pages 129 to 178| John Dewey’s Theory of Inquiry: Theoretical foundations, reception and uses in French-language research in education and training | Joris Thievenaz, Michel Fabre

Pages 179 to 181| In memoriam Guy Berger (1932-2023) | Jean-Yves Rochex, Bernard Gerde

Pages 183 to 185| DUPUY Camille & SARFATI François. Gouverner par l’emploi. Une histoire de l’école 42 | Antoine Larribeau

Pages 185 to 187| Collectif Médiations, ELOY Florence (eds.). Comment la culture vient aux enfants : repenser les médiations | Claire Desmitt

Pages 188 to 190| MEUNIER Olivier. Scolarisation, bilinguisme et cultures amérindiennes en Guyane française | Silvia Lopes da Silva Macedo

Pages 190 to 193| MUTUALE Augustin & BERGER Guy. S’engager dans la recherche en sciences humaines et sociales. Le champ de l’éducation | Xavier Riondet

Pages 195 to 195| Received by the RFP

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Pages 5 to 16| Deconcentration and territorialisation of the State in education in France: the new faces of state power at regional level | Xavier Pons

Pages 17 to 27| A new regional-level state authority and the issue of learning difficulties. The case of Amiens (1960-1969) | Julien Cahon, Ismail Ferhat

Pages 29 to 43| French contracts in education between the State and its regional offices: Moving beyond steering from the centre? | Hélène Buisson-Fenet, Claire Dupuy, Xavier Pons

Pages 45 to 60| The deconcentration of the French teaching State: The key role of regional configurations | Xavier Pons, Caroline Bertron, Hélène Buisson-Fenet, Xavier Dumay

Pages 61 to 77| A not-so-strong State? Schooling for young migrants organised by the regional state education authorities | Maïtena Armagnague

Pages 79 to 94| Improving reading in Year 1: An exploratory training study combining supervised repeated reading and decoding exercises | Saint-Cyr Chardon

Pages 95 to 115| Preventing school violence through school climate? An analysis of school effect on student and teacher victimisation | Benoît Galand, Sophie Pascal, Michel Janosz

Pages 117 to 133| The emotional labour of teachers in detention centres: Do context and individual characteristics make the difference? | Oriane Petiot, Sylvain Dugény, Gilles Kermarrec

Pages 135 to 136| CARRA Cécile, COUTURIER Catherine & REITEL Bernard (eds.). Identité(s) et universités nouvelles, une question de proximité ? | Martine Mespoulet

Pages 136 to 138| HOFSTETTER Rita & ÉRHISE. Le Bureau international d’éducation, matrice de l’internationalisme éducatif (premier 20^e siècle) | Pierre Kahn

Pages 138 to 140| HUGRÉE Cédric & POULLAOUEC Tristan. L’université qui vient. Un nouveau régime de sélection scolaire | Fabienne Maillard

Pages 140 to 141| Henri Wallon dans La Pensée. Textes choisis et présentés par Régis OUVRIER-BONNAZ, Jean-Yves ROCHEX & Stéphane BONNÉRY | Serge Netchine

Pages 143 to 143| Received by the RFP

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Pages 5 to 15| “Le ‘métier d’enfant’” 50 years after: Thinking education and socialisation with Jean-Claude Chamboredon | Stéphane Bonnéry, Paul Pasquali

Pages 17 to 28| The first age of domination. From the definitions of early childhood to children’s practices | Wilfried Lignier

Pages 29 to 41| Families and nursery school 50 years after “Le ‘métier d’enfant’”. Primary language socialisation, “free exploration” and secondarisation of early childhood | Fabienne Montmasson-Michel

Pages 43 to 54| Where the wild children play: Nature-based education as invisible pedagogy | Julien Vitores

Pages 55 to 68| Authors and illustrators of children’s literature: An investigation into the creation of instruments of socialisation to literacy | Stéphane Bonnéry

Pages 69 to 77| From transmission to social control. The closing of the theme and issue of critical sociology of education in France | Jean-Claude Chamboredon

Pages 79 to 96| From teachers’ beliefs to students’ perceptions of digital technology: Differentiating discrepancies? A study based on the Twictée teaching scenario | Prisca Fenoglio, Jacques Crinon, Georges Ferone

Pages 97 to 111| Schoolchildren’s perceptions of the egalitarian discourse between class, gender and race | Simon Massei

Pages 113 to 129| Experience sharing and sensory learning in physical and sports education. A case study of high school students involved in a step teaching sequence | Aline Paintendre, Mathilde Guerry

Pages 131 to 133| CHAMBOREDON Jean-Claude. Territoires, culture et classes sociales | Christophe Joigneaux

Pages 133 to 135| LEROY Ghislain. Sociologie des pédagogies alternatives | Marie-Charlotte Allam

Pages 135 to 136| LORCERIE Françoise (ed.). Éducation et diversité. Les fondamentaux de l’action | Myriam Radhouane

Pages 136 to 139| MOZZICONACCI Vanina. Qu’est-ce qu’une éducation féministe ? Égalité, émancipation, utopie | Marie Duru-Bellat

Pages 139 to 140| ROLLIN Zoé. Le lycée à l’épreuve du cancer. Une sociologie de l’école de ses actrices et acteurs dans le contexte de la maladie grave | Anne Cécile Bégot

Pages 141 to 141| Received by the RFP

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Pages 5 to 19| Training for activism: Issues, matrices and forms | Françoise F. Laot, Emmanuel de Lescure

Pages 21 to 31| (Re)thinking internal training systems in political parties in view of the better integration of working-classes activists: Contrasting processes and effects in the NPA and LO political parties | Maëlle Moalic

Pages 33 to 44| Be trained and train, the militant education of activist lawyers. The example of the members of the Syndicat des Avocats de France | Jean-Philippe Tonneau

Pages 45 to 56| “Engaging young people”. The contribution of popular education to the militant socialisation of youth | Nicolas Brusadelli

Pages 57 to 69| Training women to be “citizens of the world” in the Parisian Foyer international des étudiantes and Reid Hall (1906-1964) | Marie-Elise Hunyadi

Pages 71 to 83| An emancipated consciousness inside a dull body. Stories of engaged pedagogy, disengagement and pledging | Vanina Mozziconacci

Pages 85 to 95| Experience in the construction of militant knowledge and expertise. Autonomous instances of political training in student protests | Angelo Montoni Rios

Pages 97 to 107| Professionalised coeducation tested by educational alliances. The study of a programme that aims to support schooling in a children’s village | Benjamin Denecheau, Marie-Pierre Mackiewicz

Pages 109 to 122| Facing the “segregation of professionalisation”. Tactics of apprentices in higher education | Stéphanie Mignot-Gérard, Constance Perrin-Joly, François Sarfati, Nadège Vezinat

Pages 123 to 140| Teacher training through the lens of local education policies: The case of a research-training-field project in the Aix-Marseille school academy | Cécile Redondo, Michèle Artaud, Karine Bernad, Vincent Bonniol

Pages 141 to 143| CASPARD Pierre. La famille, l’école, l’État. Un modèle helvétique, XVII^e - XIX^e siècles | Antoine Prost

Pages 143 to 147| HEYES Cecilia. Cognitive Gadgets. The Cultural Evolution of Thinking | Carole Le Hénaff, Maël Le Paven, Gérard Sensevy

Pages 147 to 148| KERLAN Alain. Éducation esthétique et émancipation. La leçon de l’art, malgré tout | Sylvain Fabre

Pages 149 to 149| Received by the RFP

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Pages 5 to 20| Pedagogy is also love. The teacher’s compassionate love as a mediator of the link between the mastery of goal structure and middle school students’ motivation in mathematics | Kim Adler, Maël Virat

Pages 21 to 35| From one “pedagogically correct” commonplace to another: Parents at the center | Marie-Noëlle Dabestani

Pages 37 to 52| The origins of the Cercle Fustel de Coulanges. A social history of conservative educational ideas in the early 20th century (1898-1932) | Juliette Fontaine

Pages 53 to 69| The perception of the in-between for children with autism | Sana Layeb

Pages 71 to 84| Segregated resumption of studies for young people without a diploma | Joël Zaffran

Pages 85 to 121| The role of verbal language in the learning and teaching of mathematics. Synthesis and perspectives in mathematics didactics | Aurélie Chesnais, Lalina Coulange

Pages 123 to 125| CAHON Julien, POUCET Bruno (eds.). Réformer le système éducatif. Pour une école nouvelle, mars 1968 | Jean-Yves Seguy

Pages 125 to 127| FONTAINE Alexandre (ed.). Penser la circulation des savoirs scolaires dans l’espace transatlantique. Émigration, transferts, créations (XVIIIe-XXe siècle) | Sébastien-Akira Alix

Pages 127 to 129| GARNIER Bruno, DEROUET Jean-Louis, MALET Régis (eds.). Sociétés inclusives et reconnaissance des diversités. Le nouveau défi des politiques d’éducation | Maïtena Armagnague

Pages 129 to 131| HACHE Caroline. L’excellence scolaire dans les ZEP. Quelles perceptions chez les enseignants ? | Martine Kherroubi

Pages 131 to 134| MATASCI Damiano, BANDEIRA JERÓNIMO Miguel, GONÇALVES DORES Hugo (eds.). Repenser la « mission civilisatrice ». L’éducation dans le monde colonial et postcolonial au XXe siècle | Marie-Albane de Suremain

Pages 135 to 135| Received by the RFP

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Pages 5 to 21| How children talk about the classroom | Julien Netter, Maíra Mamede

Pages 23 to 40| A mediation initiative used with pupils in the final year of primary education to gain an understanding, via hindsight, of the processes at work when starting nursery school | Véronique Kannengiesser

Pages 41 to 60| Must we always obey the teacher? Submission to authority and autonomy of judgment in nursery and primary school pupils | Sophie Richardot, Marie-Françoise Vermunt

Pages 61 to 74| The rules of the game. Secondary school students: Shared norms and divergent interpretations | Julien Netter, Audrey Boulin

Pages 75 to 88| Internal impulses at the heart of future teachers’ planning processes | Agnès Deprit, Catherine Van Nieuwenhoven

Pages 89 to 103| The local site: Mobilisation of anchoring points for maths and physical education teachers | Gilles Marrot, Christian Silvy

Pages 105 to 141| Sociological readings of disruptive behaviors in school in French research. How the subject has developed over 30 years. 1985-2015. Part two. A new age of school disruption in the sociology of education: An analysis of educational policies and changes in a research field | Benjamin Moignard, Stéphanie Rubi

Pages 143 to 144| Laurence Cornu (1952-2021) | Samuel Renier, Patrice Vermeren

Pages 145 to 148| Gérard Vergnaud (1933-2021) | Janine Rogalski, Aline Robert

Pages 149 to 151| CHAMBARD Olivia. Business Model. L’Université, nouveau laboratoire de l’idéologie entrepreneuriale | Aliénor Balaudé

Pages 151 to 153| DÉTREZ Christine, BASTIDE Karine. Nos mères. Huguette, Christiane et tant d’autres, une histoire de l’émancipation féminine | Françoise F. Laot

Pages 154 to 155| JAHNKE Holger, KRAMER Caroline, MEUSBERGER Peter (eds.). Geographies of Schooling | Rémi Rouault

Pages 157 to 158| Received by the RFP

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Pages 5 to 18| For a better understanding of the development of pupils’ creativity: Findings from an investigation into dance teaching | Alexandra Arnaud-Bestieu

Pages 19 to 30| Children’s fiction, students’ fiction. Encounters with contemporary sculpture in the first year of secondary education | Marie-Sylvie Claude, Patrick Rayou

Pages 31 to 41| “We don’t understand anything!” Online teaching devices and inequality in parental support during lockdown | Romain Delès

Pages 43 to 55| Chief education advisors caught up in the crisis. A study of education officials in the shadow of “educational continuity” | Étienne Douat, Clémence Michoux

Pages 57 to 71| Multidimensional poverty and out-of-school children in Senegal: An empirical study | Codé Lo, Pierre Mendy

Pages 73 to 92| Towards a global curriculum? A comparative perspective on curricular changes in France and Quebec | Cécile Mathou

Pages 93 to 108| “Ability” grouping: A review of international research and practices in grouping students by attainment in secondary schools | Anna Mazenod

Pages 109 to 143| Gender and science education: An appraisal | Marianne Blanchard

Pages 145 to 147| LIGNIER Wilfried. Prendre. Naissance d’une pratique sociale élémentaire | Olivier Vanhée

Pages 147 to 150| SANTINI Jérôme. Comprendre des concepts. L’articulation jeu didactique et jeu épistémique dans une théorie de l’action conjointe en didactique | Denise Orange-Ravachol

Pages 151 to 152| SEGUY Jean-Yves. Des idées à la réforme. Jean Zay et l’expérience des classes d’orientation, 1937-1939 | Benoît Falaize

Pages 153 to 153| Received by the RFP

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Pages 5 to 10| What dropping out tells us about school pathways | Pierre-Yves Bernard

Pages 11 to 22| Experiences of and motives for early school leaving: Rejection of school and the quest for gainful employment | Pierre-Yves Bernard, Christophe Michaut

Pages 23 to 35| Metropolitanisation, mobility and school dropout among young people | Agnès Checcaglini, Patrice Caro

Pages 37 to 48| “Deviant” young people’s experiences of dropping out of school and leaving home at an early age | James Masy, Nadège Tenailleau

Pages 49 to 61| High school climate and the risk of dropping out: The case of students with imposed educational pathways | Lucy Bell

Pages 63 to 85| Homework in the second year of secondary education. What ways of working and what action logics for what academic outcomes? | Agnès Grimault-Leprince, Daniel Faggianelli

Pages 87 to 101| Teachers’ characteristics and students’ psychosocial competencies: What links are there in the classroom? | Sophie Morlaix, Denis Tavant

Pages 103 to 115| Mathematics education and cognitive neuroscience: An analysis of research into the acquisition of a specific learning item | Éric Roditi, Camille Noûs

Pages 117 to 146| Do teachers’ practices have an effect on student well-being? A critical review | Noémie Baudoin, Benoît Galand

Pages 147 to 151| LUC Jean-Noël, CONDETTE Jean-François & VERNEUIL Yves. Histoire de l’enseignement en France. XIXe-XXIe siècle | Anne-Marie Chartier

Pages 151 to 152| SANCHEZ Éric & ROMERO Margarida. Apprendre en jouant | Baptiste Besse-Patin

Pages 152 to 154| WALLENHORST Nathanaël & MUTABAZI Éric (eds). D’une citoyenneté empêchée à une éducation citoyenne | Michel Fabre

Pages 155 to 155| Received by the RFP

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Pages 5 to 18| Knowledge taught at university: a way of ascertaining the learning difficulties encountered by first-year students? | Dorothée Baillet, Sabine Kahn, Bernard Rey

Pages 19 to 36| Motivation to learn, motivational self-regulation, and procrastination during adolescence | Jean-Louis Berger

Pages 37 to 49| Individual support for gifted secondary school students as rated by the students: quality of the adult/student relationship and perceived psychosocial impact | Karine Buard, Minna Puustinen, Amélie Courtinat-Camps

Pages 51 to 68| Conducting fundamental field research or the need to establish a consubstantial relationship between scientific and technological aims | Sébastien Chaliès, Stefano Bertone

Pages 69 to 88| Writing in vocational secondary schools: remediation/improvement or empowerment? | Cindy De Amaral, Catherine Frier

Pages 89 to 99| Problematology of socially controversial issues. Epistemological benchmarks for schools | Michel Fabre

Pages 101 to 111| Kicking out students: a comprehensive study of the effects of one-off exclusion from classrooms on deviant behaviour in schools | Julien Garric

Pages 113 to 137| Socio-spatial dynamics of the locality and school careers | Pierre Canisius Kamanzi, Morgane Uzenat, Marianne St-Onge

Pages 139 to 141| BOUSSION Samuel, GARDET Mathias & RUCHAT Martine. L’Internationale des républiques d’enfants 1939-1955 | Jean-Jacques Yvorel

Pages 141 to 142| LÉPINARD Éléonore & LIEBER Marylène. Les théories en études de genre | Marie Duru-Bellat

Pages 143 to 144| OLLER Anne-Claudine. Le coaching scolaire. Un marché de la réalisation de soi | Sylvain Bordiec

Pages 145 to 145| Received by the RFP

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Pages 5 to 10| When studying is working. Established frameworks and student perspectives | Ludivine Balland, Marie David, Gérald Houdeville, Fanny Jedlicki, Sophie Orange

Pages 11 to 28| The impact of school and professional socialisation on working practices in nursing training. Direct observation of students’ work | Alice Lermusiaux

Pages 29 to 41| The “intensity” of the social work curriculum: a training caught between educational standardisation and professional qualification | Ruggero Iori

Pages 43 to 58| The process of constructing inequalities while learning emotional regulation in literary preparatory class | Cédric Laheyne

Pages 59 to 72| From year 1 to year 3 of an undergraduate degree course. How is student attendance improved? | Gaële Henri-Panabière, Camille Noûs

Pages 73 to 86| Vocational ethos and extended working hours for students in French art schools | Serge Proust, Myriam Normand, Corine Védrine

Pages 87 to 102| Working at university. A student definition of level and type of effort | Marie David

Pages 103 to 105| Boys in White: The assimilation of medical values by students | Ruggero Iori, Florian Tixier

Pages 107 to 127| The assimilation of medical values by students | Howard S. Becker, Everett C. Hughes, Blanche P. Geer, Anselm L. Strauss

Pages 129 to 147| Can redesigning the school playground and setting up classroom forums help to reduce bullying? | Chloé Tolmatcheff, Neda Bebiroglu, Benoît Galand

Pages 149 to 154| CHARLOT Bernard. Éducation ou barbarie. Pour une anthropo-pédagogie contemporaine | Jean-Yves Bodergat

Pages 154 to 155| FABRE Michel, CHAUVIGNÉ Céline (eds.). L’éducation et les Lumières. Enjeux philosophiques et didactiques contemporains | Xavier Roth

Pages 156 to 157| LEROY Ghislain. L’école maternelle de la performance enfantine | Rachel Gasparini

Pages 159 to 159| Received by the RFP

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Pages 5 to 16| Educating film buffs or students? The different uses of film in the French Lycéens et apprentis au cinéma education programme | Cédric Barbier

Pages 17 to 30| Maths teaching practices employed by trainee teachers at nursery schools: Material aspects and chronology of selected situations | Magali Hersant

Pages 31 to 47| The gender gap and maths-related career aspirations: How important are teacher support and expectations? | Doriane Jaegers, Dominique Lafontaine

Pages 49 to 64| Access to higher education in Quebec: The impact of the education market | Pierre Canisius Kamanzi, Christian Maroy, Marie-Odile Magnan

Pages 65 to 81| The activity of a secondary school teacher during journeys on foot between the school and the sports facility with struggling students: An analysis of a specific aspect of PE which is overlooked by researchers | Oriane Petiot

Pages 83 to 96| Debates of ideas and secondarisation in PE in a disadvantaged context: Emancipation and double impediment | Marie-Paule Poggi, Cathy Bonbonne

Pages 97 to 134| Sociological readings of disruptive behaviors in school in French research. How the subject has developed over 30 years. 1985-2015. Part one: Disruptive behaviors in school in the sociology of education: mapping of and changes in a research field | Benjamin Moignard, Stéphanie Rubi

Pages 135 to 137| FUCHS Julien and RENAUD Jean-Nicolas (eds.). Former les enseignants d’EPS en France au XX^e siècle | Yvon Léziart

Pages 137 to 139| GUIBERT Pascal, DEJEMEPPE Xavier, DESJARDINS Julie and MAULINI Olivier (eds.). Questionner et valoriser le métier d’enseignant. Une double contrainte en formation | Christophe Joigneaux

Pages 139 to 141| MAILLARD Fabienne and MOREAU Gilles (eds.). Le bac pro. Un baccalauréat comme les autres ? | Catherine Agulhon

Pages 143 to 143| Received by the RFP

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Reflecting opposition to the Multi-Year Research Programming (LPPR) law in France, the Revue française de pédagogie brings together in this issue contributions from specialists in higher education and research from varied backgrounds: researchers studying transformations in this field, committed academics or activists, specialised journalists. By setting up a dialogue between these different points of view, the journal sets out to make a critical contribution to debate on this bill. The first two articles provide vital contextual information about the topic to which this issue is devoted: the article by Julien Barrier and Emmanuelle Picard synthesises the three main internal divisions within the academic profession which the LPPR has reignited, and the article by Anne Mascret analyses the reform between February 2019 and September 2020. Then articles by Christine Musselin, Thibaut Rioufreyt and Camille Noûs, and Philippe Blanchet set out the various elements of this law and their political and professional implications. The final contributions focus more specifically on the rationales behind the LPPR bill: increased competition in research (Barbara Stiegler and Christophe Pébarthe), recovery of its funding over time through the development of quantitative evaluation (Hugo Harari-Kermadec, Mélanie Sargeac and Camille Noûs), possible reinforcement of the tension between teaching and research (François Vatin).

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Pages 5 to 10| Science in danger, journals in protest | Le collectif des revues en lutte

Pages 11 to 18| The LPPR and the reform of higher education and research in France: Critical analyses | Sylvain Doussot, Xavier Pons

Pages 19 to 28| Academics, how many divisions? The fragmentation of the French academic profession since the 1990s | Julien Barrier, Emmanuelle Picard

Pages 29 to 39| LPPR: When mistrust is stronger than the promise of extra billion euros | Anne Mascret

Pages 41 to 48| The paradox of the Multiannual Research Programming law. Why does the promise of extra financial resources provoke resistance? | Christine Musselin

Pages 49 to 59| Looking for the LPPR. Investigating the governmentality of the elusive | Thibaut Rioufreyt, Camille Noûs

Pages 61 to 68| Hurtling faster towards the abyss: the proposal to reform French scientific research is an accelerator for neoliberal intrusion into the public research and higher education service | Philippe Blanchet

Pages 69 to 77| To govern is to destroy. Or how the LPPR is destroying research by funding it | Barbara Stiegler, Christophe Pébarthe

Pages 79 to 86| University: The end of the French system? | Hugo Harari-Kermadec, Mélanie Sargeac, Camille Noûs

Pages 87 to 94| Teacher/researcher: Two distinct occupations? | François Vatin

Pages 95 to 117| What impact does the use of analogy have on the memorisation, understanding and transfer of a new concept? Experimental Study in Science Classrooms | Dylan Dachet, Daniel Faulx, Ariane Baye

Pages 119 to 131| “Ateliers” and Montessori activities in French preschools: What benefit do they have for the weakest? | Ghislain Leroy

Pages 133 to 146| An alternative form of achievement at university. Redefining students’ and teachers’ experiences through auto-socioanalysis | Frédérique Letourneux, Juliette Mengneau, Anna Mesclon, Daniel Veron

Pages 147 to 148| BUISSON-FENET Hélène. Piloter les lycées. Le « tournant modernisateur » des années 1990 dans l’Éducation nationale | Sonia Revaz

Pages 149 to 150| PÉRIER Pierre. Des parents invisibles. L’école face à la précarité familiale | Dominique Glasman

Pages 150 to 152| SIMOLA Hannu, KAUKO Jaakko, VARJO Janne, KALALAHTI Mira, SAHLSTROM Fritjof. Dynamics in Education Politics. Understanding and explaining the Finnish case | Yann Forestier

Pages 152 to 154| VÉZIER Anne and DOUSSOT Sylvain (eds.). Les pratiques de récit pour penser les didactiques. Dialogue entre histoire et autres disciplines (français, mathématiques, sciences) | Bernard Schneuwly

Pages 155 to 155| Received by the RFP

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