Literaturnachweis - Detailanzeige
| Autor/in | Combaz, Gilles |
|---|---|
| Titel | Autonomie des établissements, diversification pédagogique et inégalités scolaires. Effets sociaux des parcours pédagogiques diversifiés au collège. |
| Quelle | In: Revue française de pédagogie, (1999) 128, S. 73-88 |
| Beigaben | Literaturangaben 35; Tabellen 6 |
| Sprache | französisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0556-7807 |
| Schlagwörter | Empirische Untersuchung; Bildungschance; Chancengleichheit; Autonomie; Soziale Herkunft; Sekundarschule; Schüler; Schulerfolg; Schülerleistung; Differenzierender Unterricht; Differenzierung; Unterrichtszeit; Leistung; Frankreich |
| Abstract | After going through a phase of standardization in the solutions adopted to fight off social inequalities in success at school, French educational policies have tried hard since the early seventies to diversify the teaching courses so as to find a more adequate answer to the problem of heterogeneous pupils. This diversification was accompagnied by an increased autonomy of schools und a weaker centralizing role of the State. Our purpose is to show that this process is hardly compatible with the objectives of democratization that are officially declared. By studying the case of a measure recently put forward within the context of the reform of secondary schools, "les parcours pédagogiques diversifiés", we will try to show that the increased autonomy acquired by school may lead to a worsening of social inequalities partly produced within the school system. These inequalities can be seen in the cultural contributions that vary much along the social composition of school public as well as in markedly unbalanced timetables as far as compulsory subjects are concerned. ( DIPF/orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2001_(CD) |
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