« Réponse éducative » de la pjj et conversion des habitus
« Educational response » by the PJJ services and changing the « habitus » The « educational response » of the PJJ services (Protection judiciaire de la jeunesse – Court’s Youth Protection services) to the issue of delinquency can be analysed as an attempt to create a voluntaristic change in the « ha...
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| Format: | Article |
| Language: | English |
| Published: |
Ecole Nationale de Protection Judiciaire de la Jeunesse
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| Series: | Sociétés et Jeunesses en Difficulté |
| Subjects: | |
| Online Access: | https://journals.openedition.org/sejed/183 |
| _version_ | 1797314002784616448 |
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| author | Romain Gény |
| author_facet | Romain Gény |
| author_sort | Romain Gény |
| collection | DOAJ |
| description | « Educational response » by the PJJ services and changing the « habitus » The « educational response » of the PJJ services (Protection judiciaire de la jeunesse – Court’s Youth Protection services) to the issue of delinquency can be analysed as an attempt to create a voluntaristic change in the « habitus » of the youth assigned to the institution. Changing the « habitus » in this context means a deep and lasting change in the conditions that structure the individual, e.g. practical and cognitive schemes that will guide their actions and thoughts. The change in this case is voluntaristic in the sense that the person who will experience it does not decide it : it is partly imposed from the exterior.The youth placed in care are perceived as being profoundly marked, in their attitudes, by disorder. They find that a set of standards are imposed on them along with an obligation « to work on their issues ». This should be justified to their mind by the educational team, which meets some resistance. The prologue to the educational response therefore involves getting the youngster's « confidence ». The aim of this educational response is to produce rational and self-controlled behaviour in these young people. To achieve this aim, the educators in the educational care centre where the survey was conducted used daily practices that were based on individual reflexivity and the predictability of action. It involved getting the youngsters to master their acts by introspection and by explaining the reasons for their actions. Reflexivity, language and dialogue appear to be essential conditions for changing the « habitus ». |
| first_indexed | 2024-03-08T02:39:46Z |
| format | Article |
| id | doaj.art-9ece4ef8a9fd4e58993530a24d72e560 |
| institution | Directory Open Access Journal |
| issn | 1953-8375 |
| language | English |
| last_indexed | 2024-03-08T02:39:46Z |
| publisher | Ecole Nationale de Protection Judiciaire de la Jeunesse |
| record_format | Article |
| series | Sociétés et Jeunesses en Difficulté |
| spelling | doaj.art-9ece4ef8a9fd4e58993530a24d72e5602024-02-13T13:49:58ZengEcole Nationale de Protection Judiciaire de la JeunesseSociétés et Jeunesses en Difficulté1953-8375« Réponse éducative » de la pjj et conversion des habitusRomain Gény« Educational response » by the PJJ services and changing the « habitus » The « educational response » of the PJJ services (Protection judiciaire de la jeunesse – Court’s Youth Protection services) to the issue of delinquency can be analysed as an attempt to create a voluntaristic change in the « habitus » of the youth assigned to the institution. Changing the « habitus » in this context means a deep and lasting change in the conditions that structure the individual, e.g. practical and cognitive schemes that will guide their actions and thoughts. The change in this case is voluntaristic in the sense that the person who will experience it does not decide it : it is partly imposed from the exterior.The youth placed in care are perceived as being profoundly marked, in their attitudes, by disorder. They find that a set of standards are imposed on them along with an obligation « to work on their issues ». This should be justified to their mind by the educational team, which meets some resistance. The prologue to the educational response therefore involves getting the youngster's « confidence ». The aim of this educational response is to produce rational and self-controlled behaviour in these young people. To achieve this aim, the educators in the educational care centre where the survey was conducted used daily practices that were based on individual reflexivity and the predictability of action. It involved getting the youngsters to master their acts by introspection and by explaining the reasons for their actions. Reflexivity, language and dialogue appear to be essential conditions for changing the « habitus ».https://journals.openedition.org/sejed/183habituseducational actionconfidencereflexivityPJJ (youth legal protection services)rationalization |
| spellingShingle | Romain Gény « Réponse éducative » de la pjj et conversion des habitus Sociétés et Jeunesses en Difficulté habitus educational action confidence reflexivity PJJ (youth legal protection services) rationalization |
| title | « Réponse éducative » de la pjj et conversion des habitus |
| title_full | « Réponse éducative » de la pjj et conversion des habitus |
| title_fullStr | « Réponse éducative » de la pjj et conversion des habitus |
| title_full_unstemmed | « Réponse éducative » de la pjj et conversion des habitus |
| title_short | « Réponse éducative » de la pjj et conversion des habitus |
| title_sort | reponse educative de la pjj et conversion des habitus |
| topic | habitus educational action confidence reflexivity PJJ (youth legal protection services) rationalization |
| url | https://journals.openedition.org/sejed/183 |
| work_keys_str_mv | AT romaingeny reponseeducativedelapjjetconversiondeshabitus |