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Empowerment or the managerialisation of the teaching profession ?

Abstract : Transformations were introduced in France in order to better balance relationships between the professionals in education and its end users. It was meant to allow the right to inspect the school institution as well as to offer wider decision making powers regarding the schooling of children. For example, parents can contest suggestions for repeating a school year. To do so, they may call upon an 'arbitrator' from the Ministry of Education if and when they disagree with school practices. In a broader sense, they have to formulate the request themselves and ask for the child's integration into a 'special' unit to pupils with learning difficulties. A series of measures was therefore combined into the legislative process governing the duty of the school institution towards its users and strengthening the rights of the latter, which is quite similar to a political will of empowerment of the individuals to cope with the school as an institution. These transformations bring us back to the context of the so called policies of New public management. They emphasize the rights of the users, the performance(s) of the system and its efficiency, as well as point out the necessity of "being accountable". But in the French context, and it is precisely what we are going to demonstrate here, the changes have been translated into increased constraints for teachers, who are de facto dispossessed of their professional autonomy. Yet the teachers are not necessarily better equipped to support their pupils. This situation causes inherent contradictions. We suggest we should explore these in our paper based on a quantitative and qualitative methodology aiming at measuring and understanding teachers' attrition in the French context. According to an empirical design begun in 2015, first results demonstrate that teachers need personal and professional resources to face disturbing educative situations, and that the probability of leaving the teaching profession is intrinsically linked with those resources about the the blues of the working teacher in the workplace today.
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Contributor : Bertille Theurel <>
Submitted on : Friday, September 23, 2016 - 11:17:47 AM
Last modification on : Thursday, March 4, 2021 - 2:48:07 PM


  • HAL Id : halshs-01370698, version 1



Magali Danner, Géraldine Farges, Sandrine Garcia. Empowerment or the managerialisation of the teaching profession ?. Research Network RN 10 Sociology of Education. International Mid-term Conference, Education and Empowerment: Theories and Practices, ESA (European Sociological Association), Sep 2016, Milan, Italy. ⟨halshs-01370698⟩



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