Session Information
17 SES 11, Grammar of Schooling, Forme scolaire, Modèle scolaire. Concepts and Models Describing Mass Scolarization and the Teaching State (19th-20th Centuries)
Symposium
Contribution
During the 19th century, many European countries proclaimed popular sovereignty, and founded their national educational systems. To provide popular schooling, they established free and compulsory education. These political and cultural revolutions led to the construction of national States that became Teaching States.
Contrasted concepts describe this phenomenon. At least three aim at describing the resulting system as a whole: “grammar of schooling” (Tyack & Cuban, 1995), “forme scolaire” (Vincent, 1980), “modèle scolaire” (Novoa, 2006). Others analyze aspects of the system: “culture scolaire” (Julia, 1995) and “politique scolaire” (Robert, 2010), or shed light on effects under headings like “pedagogization” or “educationalization” (Smyers & Depaepe, 2009). They have been used by many authors, among them contributors (Boto, 2001; Dussel & Caruso, 2000). The symposium aims at discussing these concepts, particularly with respect to the question of the role of the State and to Europe.
1. The concepts have been introduced by scholars working in different scientific contexts, on different empirical grounds, and referring to different academic traditions. Do the concepts “grammar of schooling, forme scolaire, modèle scolaire” grasp the same reality, or different aspects of the same reality? Can they be interpreted as products of the cultural contexts of the researchers?
2. The concepts could be used for shedding light on different aspects of the phenomenon of mass scolarization and of the Teaching State: the existence of a specific social space for teaching; the form of teaching in the classroom; the organization of contents in the curriculum; the legal foundations of school. How are the concepts really used? Are they more particularly suited for one or the other aspect of level of the phenomenon?
3. The concepts can be linked to different key words. On one hand: structuration, harmonization, differentiation, didactization, professionnalization, and even autonomization of the school system; on the other hand, disciplination, normalization, moralization, domestication, reglementation, colonization, infantilization, , indoctrination, and submission. How is this tension represented in using the different concepts?
The volume brings together researchers who have designed the concepts or who have used it for the interpretation of empirical data and findings.
References
Boto, C. (2001). Crianças à prova da escola: impasses da hereditariedade e a nova pedagogia em Portugal da fronteira entre os séculos XIX e XX.Revista Brasileira de História, 21, 237-164.
Dussel, I. & Caruso, M. (2000). La invención pedagógica del aula. Una genealogía de las formas de enseñar. Buenos Aires: Santillana.
Julia, D. (1995). La culture scolaire comme objet historique. Paedagogica Historica, Supplementary Series, Vol. I, 353-382.
Novoa, A (2006). La construction du « modèle scolaire » dans l’Europe du Sud-Ouest (Espagne, France, Portugal). Des années 1860 aux années 1920. Doctoral Thesis. Paris : Sorbonne.
Robert, A. (2010). L'école en France de 1945 à nos jours. Grenoble: PUG.
Smyers, P. & Depaepe, M. (2009). Educational Research: the Educationalization of Social Problems. Dodrecht: Springer.
Tyack, D. & Cuban, L. (1995). Tinkering toward utopia – A century of public school reform. Cambridge : Harvard University Press.
Vincent, G. (1980). L’école primaire française. Lyon : PUL.
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