| Summary: | This paper examines changes in the relationship between schools and families that occurred following the introduction of social educators and the “School for Mothers” program into “priority education network” schools in the canton of Geneva (Switzerland). It shows that the non-unequivocal changes that followed are the result of a clash between the two systems of meaning – “idealist” and “analogue” – that arose. Depending on the social conditions involved, these systems of meaning act as poles in reaction to which social actors, educators and teachers will, to varying degrees, be able to develop new avenues for change that are not constrained by established models.
|
|---|