Session Information
05 SES 07 A, Children and Youth at Risk and Urban Education
Paper Session
Contribution
The proposal can come under Research Network number 5 entitled “Children and youth at risk and urban education” and also Network number 10 on “Teacher education research”.
We shall present you with the preliminary partial outcomes of an ongoing research on temporary expulsion from class in secondary schools (students between 11 and 15 years old) in French-speaking environments, and primarily in Europe (France, Switzerland, Belgium).
In France, temporary expulsion from class is a punishment used at school and consists in temporarily expelling a student from the class group for a period of time that can vary but that is generally shorter than the duration of the class. This entails a period of expulsion from the classroom, during which the student remains inside the school, waiting to be allowed back to the group for the following class. Resorting to this type of punishment is rather common in France, even though it has been banned by official texts since 1890. Expulsion from class is different from school exclusion, which can be temporary or permanent. Schools in the French-speaking areas of Belgium and Switzerland also use temporary expulsion from class, even though it is not as widespread in the latter.
Temporary expulsion from class is a topic that education research in France and other European French-speaking areas has not much covered. A brief summary of the literature on the issue (Debarbieux, 1999; Grimault-Leprince, 2007; Garcia, 2013) shows that the existing work is largely quantitative. Our research focuses on the qualitative approach by adopting a research-intervention process in which the study of temporary expulsion from class takes place through three levels of analysis: teenage students, professionals and schools.
The communication shall present you with our findings on the first two levels. The aim of our research is to understand the expelled teenage students’ emotions and the punishment’s impact on the construction of their adolescence at an age when they are transitioning from childhood to adulthood. We shall formulate hypotheses as to what is at stake in the relationship between teachers and teenage students after resorting to this punishment. We also aim at better understanding what processes these teenage students develop while they are expelled, during a timeframe which can be considered as transitional (between two consecutive classes).
Our preliminary findings on the professionals involved in the issue of expulsion from class shall also be presented. The research focuses in particular on the teachers’ decision-making process, whether or not to resort to expulsion from class. Why do teachers decide whether or not to expel a student from their classes? What are the specific reasons for their decisions and what are the processes that they may unknowingly develop? The focus is also on the consequences of expulsion from class on the relationships between school professionals. What are the processes at work in a situation of teenage students expelled from class (cooperation, linking, educational continuum, unlinking, among others) ? Analyzing part of the material collected shall enable us to formulate hypotheses on teachers and school professionals in order to understand the phenomenon.
Method
Expected Outcomes
References
Blanchard-Laville, C. Chaussecourte, P. Hatchuel, F. Pechberty, B. (2005). Recherches cliniques d’orientation psychanalytique dans le champ de l’éducation et de la formation. Revue Française de Pédagogie, 151, p. 111-162. Debarbieux E. (1999). Désigner et punir. Remarques sur une construction ethnicisante au collège. Dans D. Meuret. La justice du système éducatif. Paris, Bruxelles : De Boeck Université, p. 195-211. Dubois, A. (2011). Des premières monographies du courant psychanalytique de la pédagogie institutionnelle à la formation des enseignants aujourd’hui. Université Paris Ouest Nanterre La Défense (thèse non publiée). Dubois, A. (2011). L’exclusion d’un élève de cours : la résolution d’un conflit interne pour les enseignants débutants dans l’enseignement secondaire. Communication orale au colloque international sur « les violences à l’école » à Arras, organisé par les laboratoires Recifes (Université d’Artois) et Ema (Université de Cergy-Pontoise). Garcia, A. (2013). Education et discipline au collège. Thèse de doctorat en Sociologie, Université Bordeaux Segalen. Grimault-Leprince, A. (2007). Les exclusions de cours au collège. Les effets du contexte local et des représentations enseignantes des élèves. Communication orale, Colloque international « Actualité de la Recherche en Education et en Formation » à Strasbourg. Hans, D. (2013). Violence et agressivité, ratés et dérapages de la socialisation en collège. Pour un travail clinique d’intervention dans l’établissement. Les Sciences de l’éducation. Pour l’ère nouvelle, 46/1, 73-87. Kattar, A. (2011). La “création adolescente” sous l’emprise d’une double menace. Etude clinique des adolescents au Liban. Thèse de doctorat en Sciences de l’Education non publiée, Université Paris Ouest Nanterre La Défense. Kattar, A. (2012). « Entretien clinique en groupe » à visée de recherche auprès d’adolescents, Cliopsy, 8, p.29-46. Legrand, M. (1993). L’approche biographique. Théorie, clinique. Paris : Desclée de Brouwer. Robbes, B. (2007). Du mythe de l’autorité naturelle à l’autorité éducative de l’enseignant : des savoirs à construire entre représentation et action. Thèse de doctorat en Sciences de l’Education non publiée, Université Paris X, Nanterre.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.