The sociology of pupils

Bibliographic Data

ID8126013
AuthorsFrançois Dubet (0000-0003-0497-8965, corresponding author)
Year2000
Volume15
Issue1
Pages93-104
Publication date2000-01-01
Open AccessNo
TypeARTICLE
VenueJournal of Education Policy (JOURNAL)
Journal identifiersISSN: 0268-0939 • E-ISSN: 1464-5106
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/026809300286051
OpenAlexW2046168074
LanguageEN
Citations received8
References cited5

In France the sociology of pupils has for a long time been reduced to the study of social inequalities in connection with proximity or distance from teacher expectations. Recent transformations of the educational system, and especially the fact that working-class pupils now attend secondary schools and even higher education in considerable proportions, have brought about a change in researchers' perspectives. Pupils are less defined by their role as élève than by the way in which, as individuals, they construct and make sense of their school experience. This subjective mechanism must, however, be understood by taking into account that in France school institutions and society in general distribute social and cultural resources unequally and thus create what may be called 'ordeals' for pupils to overcome

Class (philosophy · Construct (python library · Epistemology · Inequality · Mathematics education · Mechanism (biology · Pedagogy · Political science · Social class · Social science · Sociology · Sociology of Education · Education, sociology, and vocational training · Educational Practices and Policies · Historical Education Studies Worldwide · Psychology · Law

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