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Ce manuel de référence sur le monde de l’école, des élèves et des enseignants est proposé dans une 5e édition remaniée et actualisée. Il explore le domaine de manière systématique et objective, et sous des aspects divers : place de l’école dans la société (politiques scolaires, inégalités de carrière, enjeux de la réussite scolaire, évolution des analyses théoriques), mais aussi acteurs et pratiques (profession enseignante, programmes, pratiques éducatives des familles, métiers d’élève).L’ouvrage propose de nombreux éléments sur les effets des politiques éducatives, la construction et les effets de ségrégation scolaire, ou les changements introduits par le renouvellement des enseignants et des élèves eux-mêmes.Sont aussi abordées la profusion et la diversité des recherches conduites ces dernières années dans ce champ qui demeure l’un des plus riches de la sociologie, en prise directe avec l’actualité et les préoccupations des familles, des enseignants et des élèves. Ce manuel exhaustif intéresse les étudiants en sciences sociales, en sciences de l’éducation, les enseignants, les responsables des politiques éducatives et les associations de parents d’élèves.

International audience; Transformations were introduced in France in order to better balance relationships between the professionals in education and its end users. It was meant to allow the right to inspect the school institution as well as to offer wider decision making powers regarding the schooling of children. For example, parents can contest suggestions for repeating a school year. To do so, they may call upon an 'arbitrator' from the Ministry of Education if and when they disagree with school practices. In a broader sense, they have to formulate the request themselves and ask for the child's integration into a 'special' unit to pupils with learning difficulties. A series of measures was therefore combined into the legislative process governing the duty of the school institution towards its users and strengthening the rights of the latter, which is quite similar to a political will of empowerment of the individuals to cope with the school as an institution. These transformations bring us back to the context of the so called policies of New public management. They emphasize the rights of the users, the performance(s) of the system and its efficiency, as well as point out the necessity of "being accountable". But in the French context, and it is precisely what we are going to demonstrate here, the changes have been translated into increased constraints for teachers, who are de facto dispossessed of their professional autonomy. Yet the teachers are not necessarily better equipped to support their pupils. This situation causes inherent contradictions. We suggest we should explore these in our paper based on a quantitative and qualitative methodology aiming at measuring and understanding teachers' attrition in the French context. According to an empirical design begun in 2015, first results demonstrate that teachers need personal and professional resources to face disturbing educative situations, and that the probability of leaving the teaching profession is intrinsically linked with those resources about the the blues of the working teacher in the workplace today.

This article aims to contribute to understanding convergence on sustainable lifestyles in relation to recent governmental promotion of sustainability. We analyse the effects of inducement to pro-environmental practices in amateur gardeners on an allotment, a group of plots of land collectively managed in an urban context. We examine the conditions in which allotment gardeners integrate practices and norms on sustainability. Through a one-year ethnographic research project consisting of observations and repeat interviews with gardeners, we demonstrate that while they adopt new cultural techniques for their plots, the meanings of their gardening practices differ, as do their relationships with the environment. We identify three ideal types of gardeners and show that the diffusion of pro-environmental practices is not systematically related to shared concerns and that the meaning of practices can be interpreted differently by policymakers and lay individuals.

National audience

National audience

Travail de recherche dans le cadre d'une allocation postdoctorale.