Mise en action de la neutralité chez les enseignants québécois
Analyse d’enjeux quotidiens à l’aide de la rationalité communicationnelle chez Habermas
Bibliographic Data
| ID | 7398779 |
|---|---|
| Authors | Arianne Robichaud (0000-0001-8284-2567), Marie-Hélène Masse-Lamarche |
| Year | 2018 |
| Volume | 9 |
| Issue | 9 |
| Publication date | 2018-12-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Terrains/Théories (JOURNAL) |
| Journal identifiers | ISSN: 2427-9188 • E-ISSN: 2427-9188 |
| Publisher | OpenEdition (PUBLISHER) |
| DOI | 10.4000/teth.1702 |
| OpenAlex | W2905722636 |
| Language | FR |
| References cited | 9 |
This article seeks to expose the day-to-day implementation of neutrality among teachers in a Quebec context. Its objectives serve first of all to highlight the principles that underlie one of the professional competencies expected of teachers, particularly charged with the question of teacher neutrality, and then observe how it is concretely fulfilled in teaching practice. Finally, we propose to observe the concrete manifestations of the application of neutrality in the light of Jürgen Habermas, inscribed in his Theory of Communicative Action, a particularly fertile theoretical framework for considering how is executed teachers’ practice of neutrality at the "grassroots level". Thus, how does neutrality appear in teachers daily practices ? What are the issues raised by this particular requirement that underlies both prescriptive and communicative dimensions ? These are some of the questions that are discussed in this article
Humanities · Political science · Sociology · Education, sociology, and vocational training · Innovative Education and Learning Practices · Philosophy · Teacher Education and Leadership Studies
| Citation velocity | historical |
|---|---|
| Highly cited | No |