Les enseignants à l’épreuve de la diversification des élites. Ressorts d’engagement et travail normatif autour du dispositif d’ouverture sociale d’une Grande école
Since the early 2000s, affirmative action policies have emerged in the field of France’s Grandes Écoles as a means to promote equal chance of access to these establishments for high school students. Through a study on one of these policies – the “PEI” policy of one Institut d’Études Politiques – we...
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| Format: | Article |
| Language: | fra |
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Les éditions de la Maison des sciences de l’Homme
2019-07-01
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| Series: | Cahiers de la Recherche sur l'Education et les Savoirs |
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| Online Access: | https://journals.openedition.org/cres/4156 |
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| author | Johan Giry |
| author_facet | Johan Giry |
| author_sort | Johan Giry |
| collection | DOAJ |
| description | Since the early 2000s, affirmative action policies have emerged in the field of France’s Grandes Écoles as a means to promote equal chance of access to these establishments for high school students. Through a study on one of these policies – the “PEI” policy of one Institut d’Études Politiques – we first show the ways in which these policies rely on the normative work of the teachers involved, both in their functioning and their effects. The meaning teachers attribute to the PEI policy is closely related to the more general transformation of the profession. Afterwards, we demonstrate how the ways in which teachers mobilize the latitude at their disposal to accommodate the PEI lead them to minimize the compensatory dimension of the policy, in favor of a social division of labor based on the groups of pupils involved. Lastly, we highlight the tensions in their relations with the people in charge of the PEI brought upon by such an appropriation, thereby revealing the co-presence of distinct and sometimes contradictory representations of the policy’s relevance and purposes. |
| format | Article |
| id | doaj-art-04ece90f388346c2986cc91e42437cab |
| institution | OA Journals |
| issn | 1635-3544 2265-7762 |
| language | fra |
| publishDate | 2019-07-01 |
| publisher | Les éditions de la Maison des sciences de l’Homme |
| record_format | Article |
| series | Cahiers de la Recherche sur l'Education et les Savoirs |
| spelling | doaj-art-04ece90f388346c2986cc91e42437cab2025-08-20T02:34:13ZfraLes éditions de la Maison des sciences de l’HommeCahiers de la Recherche sur l'Education et les Savoirs1635-35442265-77622019-07-011818921110.4000/cres.4156Les enseignants à l’épreuve de la diversification des élites. Ressorts d’engagement et travail normatif autour du dispositif d’ouverture sociale d’une Grande écoleJohan GirySince the early 2000s, affirmative action policies have emerged in the field of France’s Grandes Écoles as a means to promote equal chance of access to these establishments for high school students. Through a study on one of these policies – the “PEI” policy of one Institut d’Études Politiques – we first show the ways in which these policies rely on the normative work of the teachers involved, both in their functioning and their effects. The meaning teachers attribute to the PEI policy is closely related to the more general transformation of the profession. Afterwards, we demonstrate how the ways in which teachers mobilize the latitude at their disposal to accommodate the PEI lead them to minimize the compensatory dimension of the policy, in favor of a social division of labor based on the groups of pupils involved. Lastly, we highlight the tensions in their relations with the people in charge of the PEI brought upon by such an appropriation, thereby revealing the co-presence of distinct and sometimes contradictory representations of the policy’s relevance and purposes.https://journals.openedition.org/cres/4156teachershigher educationsocial inequalitiesdiversity |
| spellingShingle | Johan Giry Les enseignants à l’épreuve de la diversification des élites. Ressorts d’engagement et travail normatif autour du dispositif d’ouverture sociale d’une Grande école Cahiers de la Recherche sur l'Education et les Savoirs teachers higher education social inequalities diversity |
| title | Les enseignants à l’épreuve de la diversification des élites. Ressorts d’engagement et travail normatif autour du dispositif d’ouverture sociale d’une Grande école |
| title_full | Les enseignants à l’épreuve de la diversification des élites. Ressorts d’engagement et travail normatif autour du dispositif d’ouverture sociale d’une Grande école |
| title_fullStr | Les enseignants à l’épreuve de la diversification des élites. Ressorts d’engagement et travail normatif autour du dispositif d’ouverture sociale d’une Grande école |
| title_full_unstemmed | Les enseignants à l’épreuve de la diversification des élites. Ressorts d’engagement et travail normatif autour du dispositif d’ouverture sociale d’une Grande école |
| title_short | Les enseignants à l’épreuve de la diversification des élites. Ressorts d’engagement et travail normatif autour du dispositif d’ouverture sociale d’une Grande école |
| title_sort | les enseignants a l epreuve de la diversification des elites ressorts d engagement et travail normatif autour du dispositif d ouverture sociale d une grande ecole |
| topic | teachers higher education social inequalities diversity |
| url | https://journals.openedition.org/cres/4156 |
| work_keys_str_mv | AT johangiry lesenseignantsalepreuvedeladiversificationdeselitesressortsdengagementettravailnormatifautourdudispositifdouverturesocialedunegrandeecole |