Session Information
Contribution
The presentation reports on an ethnographic study of teachers in private and public secondary schools in Brittany, France. To date, this issue has not been extensively explored qualitatively (Tapernoux, 2001) and most studies follow a quantitative and macrosociological methodology (Reddy, 1994; Jaboin, 2003).
The French school system is made up of two sectors of education: the public or secular sector and the private sector in which the catholic faith schools represent ninety-five percent. Structural modifications have changed the double schooling system and the place of each sector in French society (Poucet, 2009). Since the 1950s, private education has undergone major institutional transformations which have brought it closer to public education, especially with the promulgation of the 1959 law, known as the “loi Debré”, which provides for a state contract: private education is identified as a “private service of public utility”. The mission of private schooling gradually changed in the 80s: though its main vocation remained religious instruction, it was being used more and more as a “second chance” by parents of pupils encountering difficulties in public schools (Prost, 1982), less and less as catholic schools. Reasons of geographical proximity or teachers’ availability also explain the choice of schools by families (Langouët & Léger, 1997). The association of private education with the State grows since the 1990s, and teachers are at the heart of this dynamic. With the recent Censi law (2005), teachers in private schools become “public agents”.
Our research questions the similarities and differences of professional socialization of teachers from public and private secondary schools with a particular focus on the effects of the context (van Zanten, 2001; Kherroubi, 2003; Hofman, Hofman, & Gray, 2008), and specifically how each sector differentially shapes teachers’ careers, examine levels and forms of social relations, and how the internal organization of education, through notably the "relational styles", influence professional socialization (Dubar, 2005).
Method
Expected Outcomes
References
Derouet, J.L. (1992). Ecole et justice. De l’égalité des chances aux compromis locaux. Paris : Métailié. Dubar, C. (2005). La socialisation. Construction des identités sociales et professionnelles (3ème ed.). Paris : Armand Colin. Hofman, R.H., Hofman W.H.A., & Gray, J.M. (2008). Comparing key dimensions of schooling: towards a typology of European school systems. Comparative Education, 44, 93-110. Jaboin, Y. (2003). Le prof dans tous ses états: féminin ou masculin, public ou privé. Paris : Fabert. Kherroubi, M. (2003). Les débuts dans le métier des enseignants du secondaire. Skholê, hors-série 1, 25-34. Langouët, G., & Léger, A. (1997). Le choix des familles. École publique ou école privée ? Trajectoires et réussites scolaires. Paris : Éditions Fabert. Poucet, B. (2009). La liberté sous contrat. Une histoire de l’enseignement privé. Paris: Fabert. Prost, A. (1982). Les écoles libres changent de fonctions. In Histoire générale de l’enseignement et de l’éducation en France (pp.413-447). Paris : Labat. Reddy, K.N. (Eds.). (1994). Public and Private Education. An International Perspective. Inde: Academic service of Hyderabad. Reed-Danahay, D. (2007). De la résistance: ethnographie et théorie dans la France rurale. Éducation et Sociétés, 19, 115-131. Tapernoux, P. (2001). Les enseignants du "privé". tribu catholique ?. Paris: Economica. Woods, P. (1990). L’ethnographie de l’école. Paris : Armand Colin. Zanten (van), A. (2001). L’école de la périphérie : Scolarité et ségrégation en banlieue. Paris : PUF.
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