Les représentations de la « petite école rurale » des familles venues s'installer en Cévennes, et sa place dans leur rapport au territoire

Bibliographic Data

ID3828029
AuthorsNathalie Bonini (0000-0003-4429-5536)
Year2012
Issue11
Pages169-188
Publication date2012-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCahiers de la recherche sur l éducation et les savoirs (JOURNAL)
Journal identifiersISSN: 1635-3544 • E-ISSN: 2265-7762
PublisherOpenEdition (PUBLISHER)
DOI10.4000/cres.2227
OpenAlexW1529334670
LanguageFR
Citations received1
References cited13

This article focuses on representations of the small village school of the families who settled in remote rural areas of the Cévennes and on the position that this school occupies in their relation to the territory. Although parents did not move to these remote areas because of the school, the enrollment of their children in a small rural school is considered as an asset by most of those who fled the city, the urban way of life and the model of education associated with it. Parental expectations regarding school are expressed in terms of child development, link with nature and the village and good relationship with teachers. They want the school to be “open” to the surroundings. When this conception of education is shared by teachers, who have partly chosen to work in these small rural schools, it generates a significant sociability around the school. But parental expectations might also be in conflict with schools and teachers that rely on more traditional teaching methods

Art · Humanities · Political science · French Urban and Social Studies · Social Policies and Family

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