Emulations. Children at school

An issue ofÉmulations. Revue de sciences sociales, to be published in early 2019 by Presses universitaires de Louvain, will be devoted to the theme "Enfances à l'école", edited by Frédérique Giraud (Centre Max Weber, ENS de Lyon).

Sales pitch

Childhood is a biological age that is undoubtedly social, culturally and historically constructed, before being a fact of nature (Court, 2017). Childhood is a time of specific inculcation and socialization at the intersection of the family and school spheres. It is punctuated by various interventions that make it a strategic moment in the acquisition and incorporation of cultural and social norms and values (language, body, behavior...) that children learn to master. Educational institutions play a key role in this shaping process, which varies according to the local context, the composition of the public, the expectations of families and the career paths of the players involved. As a place where children and staff live and socialize on a weekly basis, educational institutions help shape children's ways of seeing and thinking. Understanding educational institutions as "cultural phenomena in their own right" (Riesman, 1991), this dossier aims to study the ways in which they, through the actors who embody them, think about children and childhood, by closely examining their characteristics and the concrete practices of educational actors. Above all, the aim is to document the (geographical and cultural) variability of schooling principles in Europe, by focusing on studies showing the diversity of actors' expectations of schools, as well as the varied contours of practices and representations concerning pedagogy and childhood.

These questions overlap, but do not cover, the issues that have occupied sociologists of education for many years. The focus we propose, resolutely open to the crossing of disciplinary points of view, aims not only to (re)document social inequalities in learning, but also to show, by studying school grounds from the inside, how educational institutions and actors contribute to shaping plural worlds of childhood. Comparative studies will therefore be welcome. The ambition of such a dossier is to interrogate and confront the plural and non-concordant socialization work (Delay, Frauenfelder, 2013) of all the actors involved with children in educational institutions: teachers, care staff, doctors, peers and parents. From one school to another, at the same biological ages, children are not the same and do not experience their childhood under the same conditions. Our aim is to shed light on how schooling conditions contribute to this differentiated construction of children and to the coexistence of plural child worlds.

We propose the following areas of work, while remaining open to other suggestions that do not fall within these areas:

1. Classroom children at school: expectations, representations and practices

Because school is a socialization space that complements, competes with or sometimes contradicts the family environment, where children spend long periods of time each week, building ways of thinking and acting, it's interesting to know how they talk about their school and what they experience there. Contributions showing children's points of view on school, their educators and their peers will explore ways of experiencing childhood at school, paying attention both to the objective social affiliations of children, their families and their educators, and to the residential and symbolic logics differentiating their living spaces.

Looking at childhoods at school also means analyzing the conditions under which children choose the type of school they attend (Joannin, Salaméro, Mennesson, 2013) (local "public school", private school, school with a new pedagogy - Montessori, Freinet, Steiner) as well as the choices not to attend school made by family actors, who some have shown act as school consumers (Ballion, 1982), more or less informed and endowed with unequal capital and resources. Articles could focus on the effects of differentiated socialization, upstream and within schools, which interact with school mobility (Dauphin, Verhoeven, 2002), the choice of activities practiced, the choice of advice to be retained (teacher, activity leader, school psychologist, medical professionals), etc. Taking into account the pedagogical diversity available to parents, and the choices they make, will enable us to see schools and childhoods that do not take place in the same "worlds" (Lahire, 2012). We look forward to contributions that show how school issues are experienced and thought about differently in the French-speaking world (Delay, 2011).

2. Childhood and knowledge: plural pedagogies at work

By focusing on the many different forms of pedagogy prescribed and implemented, we can show how they reflect contrasting visions of childhood. The growing interest of parents with cultural capital in new pedagogies inspired by Steiner, Freinet or Montessori, and the emergence of the pedagogical offer that accompanies the demand, must be studied in order to bring to light the plurality of educational styles (Kellerhals, Montandon, 1991), the variability of their implementation and, more profoundly, the way in which they contribute to making children the pivots and actors of educational worlds. Contributions focusing on the pedagogical methods and conceptions of teachers and other actors in charge of children's learning will be particularly welcome. As far as possible, articles will document the social forces behind the differentiated organization of pedagogical practices.

3. Children and games

Between their playful "vocation" and pedagogical constraints (Vincent, 2001), games are seen as instruments for organizing children's experiences, contributing to their development and enabling them to appropriate the world. We can thus speak of "game pedagogy" (Chamboredon, Prévost, 1973) or "playful education" (Brougère, 1997). Between these two poles, articles may question the place, functions and differentiated forms of play according to pedagogies, while taking into account their greater or lesser distance from the uses of family play, without forgetting the social relations of age and gender. Articles from a child's point of view will question their use of games, whether invented or hijacked, and their representations of them.

This dossier, entitled "Childhood at school", takes a cross-sectional look at different educational systems to illustrate the variation in knowledge and know-how surrounding childhood at school, and the plurality of ways of being a child, by analyzing socially differentiated child practices and relationships within the school and out-of-school social space.

Calendar

March 20, 2018: deadline for article proposals

March 30, 2018: decisions communicated to authors

June 15, 2018: submission of V1 manuscripts (25,000 - 30,000 characters)

July 30, 2018: evaluations returned to authors

September 30, 2018: submission of V2 manuscripts

October 30: evaluations returned to authors

November 30, 2018: final version of manuscripts sent to the magazine

February 2019: print issue published and online

Submission conditions

- Contributions to this issue should be based on a detailed and detailed presentation of field survey data, while at the same time proposing a methodological and theoretical reflection on the questions posed here.

- Send a 1,000-word proposal for an article including title, summary of argument, nature of corpus and methodological indications, as well as a biographical note including the author's discipline and professional status.
- To be sent by March 20 to frederique.giraud@ens-lyon.fr and to redac(at)revue-emulations.net

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