Entre éthique de l’intégration et pratiques de la différenciation : (re)penser l’organisation du travail scolaire ?
Compulsory schooling values and aims for student integration, however, educators are required to consider each student individually in order to achieve this goal, thus risking an enduring divide in destinies. How can one prevent this paradox? Our reasoning on the subject is threefold. First, one nee...
| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Nantes Université
2012-06-01
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| Series: | Recherches en Éducation |
| Subjects: | |
| Online Access: | http://journals.openedition.org/ree/9004 |
| _version_ | 1797667074813722624 |
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| author | Olivier Maulini Cynthia Mugnier |
| author_facet | Olivier Maulini Cynthia Mugnier |
| author_sort | Olivier Maulini |
| collection | DOAJ |
| description | Compulsory schooling values and aims for student integration, however, educators are required to consider each student individually in order to achieve this goal, thus risking an enduring divide in destinies. How can one prevent this paradox? Our reasoning on the subject is threefold. First, one needs to take into account the origin of traditional school organization which organizes students into somewhat specific groups according to their needs and/or difficulties. Second, one must demonstrate that history influences, not only pedagogical practices, but also the perceived difficulties encountered, which in turn can encourage innovative practices. Third, one must take into consideration the results of research on school organization during the primary years learning cycles. When teaching teams decide to modify, or rethink, links between internal and external differentiation of student progress, the following questions must be considered. What developments can be expected? What are the resulting cognitive conflicts? Which differentiation modifications are to be adopted and how are they put in place? |
| first_indexed | 2024-03-11T20:08:00Z |
| format | Article |
| id | doaj.art-e189eb1128864fb3b8cd081954d1def8 |
| institution | Directory Open Access Journal |
| issn | 1954-3077 |
| language | fra |
| last_indexed | 2024-03-11T20:08:00Z |
| publishDate | 2012-06-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj.art-e189eb1128864fb3b8cd081954d1def82023-10-03T13:20:27ZfraNantes UniversitéRecherches en Éducation1954-30772012-06-0110.4000/ree.9004Entre éthique de l’intégration et pratiques de la différenciation : (re)penser l’organisation du travail scolaire ?Olivier MauliniCynthia MugnierCompulsory schooling values and aims for student integration, however, educators are required to consider each student individually in order to achieve this goal, thus risking an enduring divide in destinies. How can one prevent this paradox? Our reasoning on the subject is threefold. First, one needs to take into account the origin of traditional school organization which organizes students into somewhat specific groups according to their needs and/or difficulties. Second, one must demonstrate that history influences, not only pedagogical practices, but also the perceived difficulties encountered, which in turn can encourage innovative practices. Third, one must take into consideration the results of research on school organization during the primary years learning cycles. When teaching teams decide to modify, or rethink, links between internal and external differentiation of student progress, the following questions must be considered. What developments can be expected? What are the resulting cognitive conflicts? Which differentiation modifications are to be adopted and how are they put in place?http://journals.openedition.org/ree/9004organization and functioning of the establishmentshelp for pupils and studentslearning difficulties and students in difficulty |
| spellingShingle | Olivier Maulini Cynthia Mugnier Entre éthique de l’intégration et pratiques de la différenciation : (re)penser l’organisation du travail scolaire ? Recherches en Éducation organization and functioning of the establishments help for pupils and students learning difficulties and students in difficulty |
| title | Entre éthique de l’intégration et pratiques de la différenciation : (re)penser l’organisation du travail scolaire ? |
| title_full | Entre éthique de l’intégration et pratiques de la différenciation : (re)penser l’organisation du travail scolaire ? |
| title_fullStr | Entre éthique de l’intégration et pratiques de la différenciation : (re)penser l’organisation du travail scolaire ? |
| title_full_unstemmed | Entre éthique de l’intégration et pratiques de la différenciation : (re)penser l’organisation du travail scolaire ? |
| title_short | Entre éthique de l’intégration et pratiques de la différenciation : (re)penser l’organisation du travail scolaire ? |
| title_sort | entre ethique de l integration et pratiques de la differenciation re penser l organisation du travail scolaire |
| topic | organization and functioning of the establishments help for pupils and students learning difficulties and students in difficulty |
| url | http://journals.openedition.org/ree/9004 |
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