28 SES 04 B, New Definitions of Justice in the Field of Education and Training; New Geographical and Temporal Scales Part 2
Symposium continued from 28 SES 03 B
In France, local governments are in charge of building and running school buildings. Their design of school buildings takes into account modular spatial expression, energy efficiency and costs’ rationalization. Schools’ building constitutes a very singular object of study that enables the analysis of injunctions of government policies that need, on one hand, to respond to contradictory needs such as budgetary constraint, users’ satisfaction, educational efficacy and symbolic impact, and on the other, to produce a coherent project. Thus, the school building embodies local commitment as well as normative and ideological national injunctions. The building is also the place of the educational activity, but its life time is longer than that of the injunctions, i.e. its shape remains even when educational models evolve. Our socio-historic study of the evolution of school architecture in a French metropolis points to social and spatial transformations that respond to different management, production and education logics. They translate at different scales specific political, social and educative injunctions drawing from official channels (vertical dimension) and strained cooperation between professional groups (horizontal dimension). In addition, through focusing on four specific schools that obtained a green label our research attempts to understand the different political, institutional and professional significations of the various stakeholders. It appears that sustainable development teaching has many interpretations depending on the different geographical scales and the different institutions that are implied. The different translations of these injunctions lead to the “cohabitation” of diverse practices. These practices refer, at the state level to norms and regulations, at the local government level to architectural specifications, at the school level to school project and at the class level to eco-citizen training. Sustainability is not only a particular kind of knowledge, it presupposes also a set of behaviors and social commitments, which transform the “school form” into a different form related to elements such as project-based learning, open school, etc. These evolutions lead to a redefinition of justice in school. The transformation of the learning environment and practices expands teaching modes and changes completely traditional school behaviors, such as sitting, immobility, individualism in a way that favors social inclusion of different school populations by adopting a practical approach to social problems. However, this transformation produces also practices which can clash with managerial and security logics of local governments and school principals.
Boltanski, L., Chiapello, E. (1999). Le nouvel esprit du capitalisme. Paris: Gallimard David, P. (2015). Les usagers du bâtiment scolaire écologique: logiques d'usages, appropriation et utilisations pédagogiques. MA thesis (Y. Dutercq supervisor). University of Nantes. Derouet, J.-L., Derouet-Besson, M. C. (2005). La sociologie de l'éducation à l'épreuve des changements sociaux. Présentation. Éducation et Sociétés, 16, 7-15. Derouet-Besson, M.-C. (1998). Les Murs de l'école. Paris : Métailié, Dutercq, Y. (2015). Les modèles contemporains de légitimité des chefs d’établissement français. Recherche & formation, 78, 35-50. Vincent, G. éd. (1994). L'éducation prisonnière de la forme scolaire ? Scolarisation et socialisation dans les sociétés industrielles. Lyon: Presses universitaires de Lyon. Watkins, A., Ebersold, S. (2016). Efficiency, Effectiveness and Equity within Inclusive Education Systems. In A. Watkins., C. Meijer, Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap (pp. 229-253). Emerald Group Publishing Limited
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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