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School and Educational Spaces

Espacios escolares y educativos

Espaces scolaires et éducatifs

Revue Espaces et Sociétés

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Published on Wednesday, June 04, 2014 by Elsa Zotian

Summary

The mass education movements seen in most education systems of the past fifty years have transformed the issues related to school and education spaces. There is a reconstruction of these spaces that questions traditional learning and education missions of the school with broader educational initiatives to meet new problems. This issue focuses on the reorganization of school and educational spaces in relation to local initiatives (local and regional authorities , community associations, popular education movements...) on social and educational issues that mark the contemporary school. In a competitive environment where urban and school areas are increasingly hierarchical, where internal divisions are reinforced, where the external borders are fluid, we question the links between spatial segregation, educational pathways and forms of treatment of new educational issues.

Announcement

Argument 

Mass education movements in Barucci education systems of the past fifty years have transformed the issues related to the school environment. Whether in the West from the 80s for the second degree, in Latin America from the 90s for the first and second degree, or in many countries of Africa and Asia, increased schooling is combined with widening social inequalities in educational success. Whether the school is supported in its functions of socialization and mentoring of youth, whether levels of training of new generations are higher than those preceding, whether the aspirations for democratization of education are shared and have emerged as an issue of major economic or democratic development, no education system fails to avert social inequalities in achievement. The weight of the diploma is augmented in the logic of distribution of social positions, while the distance of those from the working classes from common academic standards does not seem to be being reduced. The arrival of these students leaves in its wake a number of difficulties interpreted as the result of the intrusion of social problems into the school. These are part of the recomposition of schools and educational facilities around new preoccupations and the articulation of the traditional educational missions of instruction and the transmission of learning with broader educational forms. Failure rates, school violence,  dropouts, discrimination of all kinds in the school environment are some of these new issues.

In France, the nation as the founding reference for the organization of an inclusive republican school system is overwhelmed by a new mobilization at the local level to manage the difficulties in schools. This transformation follows international changes in the modes of regulation of school systems, characterised by a form of liberalisation of educational options and offerings resultisng in the transformation of education policy. We must examine the effects of these new policies in terms of the spatialisation of social problems in and around the school, in conjunction with segregation processes that determine plural modalities of local administration. In particular, new forms of school organization are centred around the proliferation of local frameworks, which are perceived as ways to respond to the heterogeneity of the public, to what are perceived to be local constraints. The increase in the autonomy of institutions participates in the structuring of local policies, in relation to  the supposed specific characteristics of the territories.  This re-localisation (re-scaling) of school and educational work also relies on the involvement of local and regional authorities, neighbourhood popular education and empowerment movements, previously engaged in other forms of youth leadership and now mobilizing in support of school issues, particularly those related to the exclusion/reintegration.

This issue thus concerns the mode of recomposition of school and educational spaces in relation to the management of social and educational issues that mark the contemporary school. In a competitive environment where urban and school areas are increasingly hierarchical, where internal divisions are reinforced, where the external borders change, we question the relationship between segregation, school directions and forms of decision supporting new educational problematics. Three entry points are proposed to address this issue.

First, inquiries into the construction methods and characteristics of policies to fight against social inequalities in school achievement. What are the spaces and scales mobilized?  What forms do these policies take? What are the contexts of their implementation and the relative conditions of their relative success? What do they seek and what do they say about movements to recompose school and educational spaces?  In particular, research that is going on about new forms of educational priority and compensatory education (remedial education), the development of educational systems in connection with the school or specific forms of student support can be mobilized by privileging a spatial problematic.

A second axis is proposed around the issues of reorganization of school and educational facilities at the scale of institutions. We seek to understand which are the significant developments and changes in the forms of educational and academic management. In particular, how much attention is given to “local conditions” and to what effect on professional practices and cultures? Is the division of educational work in these establishments specific and what does this tell us about the model of the particular school?  What are the changes to or continuities in the form of the school in response to these issues? What are the effects of social and spatial segregation within schools, in particular as regards the routes of students? How students and families perceive this spatialization of social problems and what are the consequences of the logic of competition between (micro-) spaces of learning?

Finally, a third axis will focus on forms of support for school issues outside the mainstream school. How are new spaces supporting these educational and school issues defined? What forms of experimentation are proposed? What links with the traditional spaces of the school? Can one observe  the structuring of spaces of co-education and the emergence of a form of outsourcing or subcontracting?

These topics can be approached on the basis of the presentation of research results from a variety of methodological frameworks and locations, in France or abroad.

Submission guidelines

Potential authors with doubts on the relevance of their proposal may contact the co-ordinators

Only full articles are taken into account.

Papers should be under 42 000 signs (including spaces notes, references and appendixes (but not abstracts).

Advice to authors is included in each issue.

Advice to authors and presentation norms of manuscripts are available on the website: http://www.espacesetsocietes.msh-paris.fr/conseils.html

Timeline

  • 15december 2014: deadline for submission

  • 15 January 2015: authors’ information

Only digital files by e-mail at booth addresses

  • thomas.sauvadet@u-pec.fr
  • benjamin.moignard@u-pec.fr

 Scientific coordinators

  • Thomas Sauvadet
  • Benjamin Moignard

Places

  • Paris, France (75)

Date(s)

  • Monday, December 15, 2014

Keywords

  • educación, escuela, segregación, juventud, desigualdad, education, school, segegation, youth, inequality, éducation, école, ségrégation, jeunesse, inégalité

Contact(s)

  • Joëlle Jacquin
    courriel : Espacesetsocietes [at] msh-paris [dot] fr

Reference Urls

Information source

  • Joëlle Jacquin
    courriel : Espacesetsocietes [at] msh-paris [dot] fr

To cite this announcement

« School and Educational Spaces », Call for papers, Calenda, Published on Wednesday, June 04, 2014, https://calenda.org/289081

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