L’école à l’épreuve de la ‘théorie du genre’ : les effets d’une polémique

Gallot, Fanny; Pasquier, Gaël

doi:10.3917/cdge.065.0005

Cited by 10 publications

(2 citation statements)

References 7 publications

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“…Beyond judgments related to individual lifestyle choices, teenage pregnancy is also conceived as a disruption to the institution of marriage and the traditional model of family (Monk, 1998). Although the neoconservative discourse still holds authority among certain segments of the population (such as Catholic associations and right-leaning parliamentarians) as exemplified by the regular polemics regarding sexual education in schools surfacing from public discussions (Gallot and Pasquier, 2018), its overall influence has waned.…”

Section: What Discursive Practices Have Shaped the Problem Representa...mentioning

confidence: 99%

Constituting ‘Problems’ through Policies: A WPR Approach of Policies Governing Teenage Pregnancy in France

Komai¹

2021

Social Policy and Society

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This article examines the construction of policy problems through the exploration of the theoretical space opened up by the ‘What’s the Problem Represented to be?’ (WPR) approach developed by Bacchi (2009). It proposes a critical analysis of current policies governing teenage pregnancy in France through the deconstruction of the structures that have participated in shaping the ‘problem’ today. Focusing on discursive practices, the analysis unveils the political essence of the knowledge that constitutes the problem of ‘teen pregnancy’, and points to the constant flux characterising it, which is captured and stabilised in policymaking through problematisation. It is argued that these conclusions call for greater self-reflexivity in research and policymaking and prompt critical and feminist researchers to engage with disrupting current policymaking rationality.

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Section: What Discursive Practices Have Shaped the Problem Representa...mentioning

confidence: 99%

Constituting ‘Problems’ through Policies: A WPR Approach of Policies Governing Teenage Pregnancy in France

Komai¹

2021

Social Policy and Society

View full text Add to dashboard Cite

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“…Des enseignant.es en difficulté lors de la mise en place des premiers débats entre élèves Débattre et faire débattre ses élèves de l'égalité des sexes n'est pas une action anodine : elle déclenche des « freins professionnels » (lorsque la demande institutionnelle est fluctuante et floue tant dans son contenu que dans ses modalités d'application (Le Saux-Pénault, 2017, pp.15-32 ;Pasquier, 2018Pasquier, , 2019, des freins personnels (en touchant aux convictions et aux identités) et des freins qui émanent de l'opinion publique (lorsque naissent des polémiques médiatisées autour de cette éducation à et par l'école (Le Saux-Pénault, 2017, pp. 69-73 ;Gallot & Pasquier, 2018). Certain.es des participant.es 3 ont expliqué, en début de Recherche-Action, avoir peur d'être pris.es pour des militant.es ou de faire du prosélytisme, d'outrepasser leurs prérogatives, d'interférer sans légitimité avec l'éducation dans les familles et de « perturber (…) déconstruire les enfants (…) en les faisant entrer dans des conflits de loyauté » 4 .…”

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