Following an observation on the work of our search network, it became important to ressituer something founder of the study on partnership in education, the child spoke very little and sometimes completely avoided. Indeed if one focuses on a literature review is not exhaustive of the concept of "community education" occurrences in relation to children are rare, at least in the titles. Similarly, there are few operational definitions about what is meant by "child" or "student" to talk about relations between school and family-association at an important time when the political community of the European Commission is interested education and childcare in Europe and the measures taken to encourage the participation of more disadvantaged. Our research focuses on the dynamic interactions of the partnership resulted in a successful educational device (ERD) in Lille, we focus on the social and pedagogical concepts and status of children through its support individualized by the multidisciplinary team (teacher, psychologist, school doctor, representatives of associations).
In partnership with education, it evokes the work of many partners and under its object: the child and / or students as appropriate. It can be observed frequently, or shifts between terms such as "child", "student", "learner", or variations such term focus and excluding other possibilities. At school he will sometimes the "dropout" of "absentee" of "unmotivated" to which we assign some ideas as disqualifying failure, delay ... as many instances which refer to situations distinct and varied referring to the reference institution while outside, outside of school it is rather a "child", the "young" to distinguish the age of adolescence, the "fragile child", the "young disadvantaged" but a code or a file number in the respect of anonymity, a semantic euphemized child out of school making more reference to the emotional situation or social. The status of the child, the student draws particular attention to how it is perceived by all actors of the educational community in educational success. This ambivalent status appears as an indicator of inter-institutional discourse on children's success. A clarification on the status, position and role assigned to the child based on the specificity of players we can for example consider the issue of individualized care or custom work ... inside and outside the school.
The child rather "social" and the student rather "school", these specific ways of understanding this new social actor or social future show, like so many indicators, rising expectations of stronger institutions. How is it recognized, listened to and respected by the circumstances or location in which it is supported? intervention which is the subject, pedagogy in action are they indicative of a particular type of relationship established with the adult at school or outside?

It is for us to consider the partnership co-educational or vocational multidisciplinary device through the issue of development of the child-student in his school life, extracurricular activities and school. Links and coherence between stated policy and urban education are at the heart of our research through their effects on the inclusion of individual children and youth.

- Bergonnier-Dupuy G., coord, (2005), The child actor and / or subject within the family / L’enfant, acteur et/ou sujet au sein de la famille, éd. Erès. - Eurydice (2009), Réduire les inégalités sociales et culturelles par l'éducation et l'accueil des jeunes enfants en Europe / Reducing inequalities in social and cultural education and childcare in Europe Eurydice, Education, audiovisual & culture executive Agency, Bruxelles, Eurydice. - Masson P. , Pilo M.,(2009), Partnership in Education. Theoretical Approach and case studies / Le partenariat en Éducation. Approche théorique et étude de cas. . (bilingual publishing) Book Edition, Lille. - G. Pithon, S.J. Larivée & C. Asdhi dir. (2008), Building a learning community. A partnership-school-family associations. / Construire une communauté éducative. Un partenariat famille-école-associations. (pp. 51-74). Bruxelles : De Boeck Université, Collection Perspectives en éducation et formation