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Enseigner dans les marges : l’exemple des enseignants de dispositifs relais

Abstract : "This article focuses on the teachers that intervene in programs designed for out-of-school secondary pupils. Created in 1996, these programs are part of a "partial segregation" model aimed at tracking students faced with important social and academic difficulties into specific curricula. Whereas these programs segregate students taken out of the non-specialized classrooms, they also create a specific professional space where teachers are relatively free from the standard prescriptions that structure regular secondary education. Such programs give teachers access to new functions, new tasks, important levels of responsibility, and specific spaces relatively particular in the institution. As they practice outside the standard school program, these teachers seem neither marginalized nor particularly dominated within their professional universe. On the contrary, this research shows that they seize upon their situation as a possibility for adapting their professional activity with the perspectives and the dispositions built along their social path., This article focuses on the teachers that intervene in programs designed for outof- school secondary pupils. Created in 1996, these programs are part of a "partial segregation" model aimed at tracking students faced with important social and academic difficulties into specific curricula. Whereas these programs segregate students taken out of the non-specialized classrooms, they also create a specific professional space where teachers are relatively free from the standard prescriptions that structure regular secondary education. Such programs give teachers access to new functions, new tasks, important levels of responsibility, and specific spaces relatively particular in the institution. As they practice outside the standard school program, these teachers seem neither marginalized nor particularly dominated within their professional universe. On the contrary, this research shows that they seize upon their situation as a possibility for adapting their professional activity with the perspectives and the dispositions built along their social path."
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https://halshs.archives-ouvertes.fr/halshs-01743524
Contributor : Daniel Thin Connect in order to contact the contributor
Submitted on : Monday, March 26, 2018 - 2:48:05 PM
Last modification on : Tuesday, January 11, 2022 - 5:56:21 PM

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Martine Kherroubi, Mathias Millet, Daniel Thin. Enseigner dans les marges : l’exemple des enseignants de dispositifs relais. Sociétés contemporaines, Presses de Sciences Po, 2018, pp.93-116. ⟨10.3917/soco.109.0093⟩. ⟨halshs-01743524⟩

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