La ségrégation scolaire

Payet, Jean-Paul

doi:10.3406/rfp.1998.1124

Cited by 33 publications

(8 citation statements)

References 23 publications

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“…At the theoretical and methodological levels, this research is the continuation of, and draws on previous studies undertaken in schools in South Africa (Franchi, 2003a;Franchi and Duncan, 2003;Franchi and Swart, 2003) and in France (Franchi, 2003b;Franchi and Andronikof-Anglade, 2001;Payet, 1995Payet, , 1998Payet, , 2002Payet, , 2004Payet, , 2005Payet and Franchi, 2006). In France, we examined the changes to the discourses and practices related to equality, discrimination, integrating immigrant learners and violence prevailing in and around schools over the past 20 years.…”

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confidence: 96%

The Rights of the Child and `the Good of the Learners'

Payet

Franchi

2008

Childhood

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In contemporary South Africa, the abolition of corporal punishment symbolizes a break with the previous schooling system. A qualitative study in four formerly segregated schools south of Johannesburg showcases different realities and discourses on corporal punishment. The practices vary from its total abolition to its continued maintenance. Most learners in a Soweto-based school justify its use to maintain discipline in a hostile environment. Adding to conventional perspectives on the abolition of corporal punishment, a comprehensive approach provides a contextualized understanding of its function in the eyes of the school community, and reveals complex links between corporal punishment and a practice of care.

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confidence: 96%

The Rights of the Child and `the Good of the Learners'

Payet

Franchi

2008

Childhood

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“…Some mention non-academic factors and others point out school factors. Delvaux and Serhadlioglu (2014) focus on residential segregation as a factor in school segregation and Payet (1998), Laforgue (2005), Merle (2012) focus on school strategy in class composition and the social selectivity of school choices as determinants of school segregation. For her part, Duru-Bellat (2004) claims that segregation is caused by social segregation, which is not different from the results of our interviews.…”

Section: Qualitative Analysis Of Resultsmentioning

confidence: 99%

“…In fact, Payet (1998), in school segregation: a sociological perspective on violence in schools, stresses four factors of school segregation: the existence of a private educational sector, the development of the consumerist practices of families (search for quality institutions), autonomy of institutions and their evaluation, ethnicity of the school market (inflation of the value of the school property).…”

Section: School Segregation Factorsmentioning

confidence: 99%

“…Merle (2012), points out that some factors other than geographical or urban segregation explain school segregation. To substantiate his thesis, the author, unlike Payet (1998), goes beyond the analysis of . In his research on school segregation, based on a threefold approach (historical, international comparisons and segregation measures), Merle (2012) highlights the existence of four types of school segregation: 1) Sexual segregation which emphasizes social sex relationships and explains the long-term segregation of girls and their different paths from boys.…”

Section: School Segregation Factorsmentioning

confidence: 99%

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Segregation in Basic School in Haiti, Reflecting the Social Relations of Inequality

Abraham¹

2019

ujer

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This article aims to establish, on the basis of a mixed explanatory sequential estimate, how actors of the educational system (teachers and school managers) use academic and social mechanisms to distance strong students from the weak by means of categorizing or distributing them unevenly and differently in the school space. On the theoretical level, while relying on Bourdieu's structuralist constructivism, cultural discontinuity theory and systemic discrimination as a framework for analysis, this study combines three approaches to the sociology of education (functionalist, conflictualist and the approach of rational choices) as epistemological base, to try to understand the dynamics of school segregation and the mechanisms, by which it reflects the social relations of inequality. From a methodological point of view, it begins an empirical research conducted in the Western Department, starting; on the one hand, from a survey conducted by questionnaire with 303 actors (100 teachers, 95 parents, 13 managers of institutions and 95 students), and four group interviews with five teacher groups, four individual interviews with principals. Using quantitative and qualitative methods in an explanatory mixed sequential quote process, quantitative data analysis is followed by qualitative analysis to consolidate and explain the quantitative results.

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“…Ils peuvent donc diffi cilement servir d'argument pour prétendre que les élèves doubleurs ou nés à l'étranger seraient plus « violents » que les autres (Galand, 2001). Mais ils soulignent certaines diffi cultés particulières dans la relation éducative entre ces publics d'élèves et les enseignants, peut-être dues en partie à des problèmes de relégation et de ségrégation (Payet, 1998).…”

Section: Les Facteurs Prédictifsunclassified

Regards croisés sur les phénomènes de violence en milieu scolaire : élèves et équipes éducatives

Galand

Philippot

Petit

et al. 2006

rse

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Le présent article vise à répondre aux questions suivantes, tant du point de vue des élèves que de celui des enseignants : (1) Quelle est la fréquence de différents types de victimation à l’école et en dehors de l’école ? (2) Quels sont les facteurs qui permettent de prédire ces victimations ? (3) Quel est l’impact de ces victimations sur le sentiment d’insécurité, le bien-être subjectif et les conduites ? Une enquête de victimation a été menée auprès d’un échantillon représentatif de l’enseignement secondaire belge francophone. Les résultats suggèrent que les pratiques d’enseignement, la cohérence des équipes éducatives et le comportement de la direction ont une influence notable sur la fréquence des victimations et sur la qualité de vie à l’école.This article presents answers to the following questions from the point of view of both students and teachers : (1) What is the frequency of different types of victimization both in school and outside ? (2) What factors allow us to predict these victimizations ? (3) What impact do these situations create on the feeling of insecurity, personal well-being and behaviour ? A survey regarding victimization was conducted on a representative sample of secondary level Belgian francophone students and teachers. The results suggest that teaching practices, coherence within educational groups, and behaviour of the school director have an important influence on the frequency of victimizations and on the quality of life in the school.El presente artículo tiene por objetivo contestar las siguientes preguntas, tanto del punto de vista de los alumnos como de los docentes : (1) ¿Con qué frecuencia se producen los diferentes tipos de victimación en la escuela y fuera de la escuela ? (2) ¿Cuáles son los factores que permiten anticipar estas victimaciones ? (3) ¿Cuál es el impacto de estas victimaciones sobre el sentimiento de inseguridad, el bienestar subjetivo y las conductas ? Se ha llevado a cabo una encuesta de victimación con una muestra representativa de la enseñanza belga francófona a nivel secundaria. Los resultados sugieren que las prácticas docentes, la coherencia de los equipos educativos y el comportamiento de la dirección influyen de manera significativa sobre la frecuencia de las victimaciones y sobre la calidad de vida en la escuela.Der vorliegende Beitrag will, sowohl aus der Sicht der Lehrenden wie der Lernenden, folgende Fragen beantworten : 1. Mit welcher Frequenz treten in und außerhalb der Schule die verschiedenen Arten von Schikanierung auf ? 2. Welches sind die Faktoren, die es erlauben, derartigen Schikanierungen vorzubeugen ? 3. Welchen Einfluss hat das Schikanieren auf entstehende Unsicherheitsgefühle, auf die innere Verfassung und das Verhalten der Opfer ? Unter einer repräsentativen Gruppe des Sekundarschulbereichs aus dem frankophonen Belgien wurde eine Umfrage zum Thema Schikanieren durchgeführt. Die Ergebnisse lassen erkennen, dass die Unterrichtspraxis, die Zusammenarbeit aller Verantwortlichen und die Haltung der Schulleitung einen beträchtlichen Einfluss...

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La ségrégation scolaire

Cited by 33 publications

References 23 publications

The Rights of the Child and `the Good of the Learners'

The Rights of the Child and `the Good of the Learners'

Segregation in Basic School in Haiti, Reflecting the Social Relations of Inequality

Regards croisés sur les phénomènes de violence en milieu scolaire : élèves et équipes éducatives

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