Session Information
23 SES 13 C (JS), Schooling and Education after Neo-Liberalism
Symposium, Joint Session NW 14 and NW 23
Contribution
Moral education is a classical focus of French sociology (Durkheim 1902). Several disciplines – history, philosophy, economic and social sciences, etc. – claim to train critical minds and public-spiritedness. What is the impact of this formal training compared to the media and the competences developed in classroom political debates? These questions are critical at a time when public opinion tends to emphasise youth individualism and apathy - apart from a few anger outbursts. In 2008, INRP (now: French Institute of Education) surveyed the political competences of upper secondary students (15-20 years of age) of 1,000 students recently enrolled at university and interviews with 40 upper secondary students. The initial findings will be presented and discussed in terms of issues of justice and the tension between how peers talk between each other and how they talk in classroom discussions of politics. It is argued this involves new forms of political socialisation in which justice and moral positioning is nurtured (Thévenot 2006). Derouet, J-L., et Cortéséro, R. (eds) (2010) Institution et socialisation politique des jeunes : dossier (n° 25 - 2010 - p. 7/126) . Education et Sociétés, n° 25 Thévenot, L., 2006, L'action au pluriel : sociologie des régimes d'engagement, Paris, La Découverte
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