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]
< Leer menos
Sciences Po Bordeaux - Institut d'études politiques de Bordeaux [IEP Bordeaux]
Centre Émile Durkheim [CED]
Idioma
fr
Article de revue
Este ítem está publicado en
Critical Policy Studies. 2013-03, vol. 7, n° 3, p. 325-338
Routledge
Resumen en inglés
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 ...Leer más >
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.< Leer menos
Palabras clave en inglés
guidance practices
policy analysis
deliberation
education policies
France
Orígen
Importado de HalCentros de investigación