28 SES 03 B, New Definitions of Justice in the Field of Education and Training; New Geographical And Temporal Scales Part 1
Symposium to be continued in 28 SES 04 B
There were several evolutions in the projects of democratic schools in the transition between the 20th and the 21st century. An evolution of references: from the ideal of equality of chances to inclusion. An evolution of geographic scales: the rise in power of infranational and supranational spaces. An evolution of temporal scales with life-long training propositions and above all the development of the perspectives of sustainable development.
International organizations are formulating new ideals: integrating all children in respect of all their differences (gender, language and culture, religion, health, etc.), by developing reflexivity capacities enabling them to orientate themselves in a universe in which several discourses of truth coexist, by designing a new cosmopolitism which supports a new definition of citizenship. These perspectives are situated transversally in regard to the traditional debate between equality and performance but do not nullify it.
Fundamental tensions exist between these references. Political tensions exist between the scales. If convergences exist, there are multiple occasions of conflict: the Nation States are being confronted by claims from regional cultures; public opinion fears that the importance of migrations is calling into question the identity of nations or their social model, the perspectives of sustainable development are colliding with development programs and consumer habits, etc. A new political arena is opening in societies in which the concepts and the methods of 1970s critique have passed into ordinary meaning: reciprocal denunciations, negotiations of compromise, resistances.
In this context, several sociological approaches are envisaging a repositioning of critique: a position of exteriority with regard to these debates and the construction of a framework which enables us to think together about these new definitions of common good and the relations that they maintain. Such an approach appears as a prerequisite for a theoretical resumption of a certain number of traditional problems. For example, how to question redistribution without questioning at the same time migrations and the relations between the North and the South? Or without situating ourselves in the perceptive of sustainable development?
The symposium is proposing a meeting place in which the goal is not to enter into too much detail with regard to each question, but to contribute to the construction of a space of common reflection.
BIGGERI M. & FERRANINI A. 2014 Sustainable Human Developpment. A New Territorail and People Central Perspective, London, Palgrave-MacMillan
BOLTANSKI L. & CHIAPELLO È. 1999 Le nouvel esprit du capitalisme, Paris, Gallimard
BUTLER Judith & SPIVAK Gayatri Chakravorty 2007 Who sings the Nation State? Language, politics belonging, London, Seagull book
DALE R. & ROBERSTON S. 2009 Globalization and Europeanization in Education, Oxford, Symposium Books
EBERSOLD S. 2016 Efficiency, effectiveness and Equity Within Exclusive Education Systems, in Watkins A. Implementation Inclusive Education, Issues in Bridging the Policy-practice Gap, European Agency for Special Needs and Inclusive
ÉDUCATION ET SOCIÉTÉS-33 2014 Concurrence des discours de vérité à l’école, coordonné par Sarah Croché
HONNETH A. 1996 Struggles for Recognition: The Moral Grammar of Social Conflicts, Oxford, Polity Press
HULTQVIST E., LINDBLAD S. & POPKEWITZ T.S. Critical Analysis of Educational Reforms in an Era of Transnational Governance, Springer 2017
LATOUR B. 1983 “Comment redistribuer le grand partage ?” Revue de Synthèse-110, 203-236
NORMAND R. & DEROUET J.-L. éd. 2016 A European Politics of Education: Perspectives from sociology, policy studies and politics, London, Routledge
THE PALGRAVE INTERNATIONAL HANDBOOK ON ADULT AND LIFELONG EDUCATION AND LEARNING 2017 en ligne
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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