Any room for deliberation? Educational guidance in French schools?
BERTHET, Thierry
Sciences Po Bordeaux - Institut d'études politiques de Bordeaux [IEP Bordeaux]
Centre Émile Durkheim [CED]
Sciences Po Bordeaux - Institut d'études politiques de Bordeaux [IEP Bordeaux]
Centre Émile Durkheim [CED]
BERTHET, Thierry
Sciences Po Bordeaux - Institut d'études politiques de Bordeaux [IEP Bordeaux]
Centre Émile Durkheim [CED]
< Réduire
Sciences Po Bordeaux - Institut d'études politiques de Bordeaux [IEP Bordeaux]
Centre Émile Durkheim [CED]
Langue
fr
Article de revue
Ce document a été publié dans
Critical Policy Studies. 2013-03, vol. 7, n° 3, p. 325-338
Routledge
Résumé en anglais
This article aims at studying school guidance from a policy analysis point of view. Based on the observation of French educational guidance practices, it discusses Thomas Risse's logic of arguing thesis. Through focusing ...Lire la suite >
This article aims at studying school guidance from a policy analysis point of view. Based on the observation of French educational guidance practices, it discusses Thomas Risse's logic of arguing thesis. Through focusing on the room left for deliberation within the micro decision-making process that is educational guidance in France, this analysis sets out to reveal the constraints that press upon a mechanism for, and a logic of, deliberation. Based upon a quantitative and qualitative study carried out in the Aquitaine region, it concludes that this procedure ultimately only rarely results in practices of debate that go beyond formalist commitments to open and equitable argumentation.< Réduire
Mots clés en anglais
guidance practices
policy analysis
deliberation
education policies
France
Origine
Importé de hal