{"id":48394,"date":"2019-06-24T11:24:28","date_gmt":"2019-06-24T18:24:28","guid":{"rendered":"http:\/\/world.edu\/?p=48394"},"modified":"2019-06-24T18:21:30","modified_gmt":"2019-06-25T01:21:30","slug":"debate-what-sociology-says-about-the-origins-of-school-inequalities","status":"publish","type":"post","link":"https:\/\/world.edu\/debate-what-sociology-says-about-the-origins-of-school-inequalities\/","title":{"rendered":"Debate: What sociology says about the origins of school inequalities"},"content":{"rendered":"

\"\"
\nTo describe the French school in its current organization, the usual expression of “unique school” seems quite relevant: it is an institution open to all, offering each student the same programs, the same possibilities courses, and masters trained identically.<\/p>\n

From all these points of view, the single school is presented as that of equal opportunities.\u00a0His device was in place between 1959, when the\u00a0decree Berthoin<\/a>\u00a0carries the\u00a0compulsory school<\/a>\u00a0at sixteen, and inviting all students to continue their journey beyond elementary education, and 1975, when the Haby reform establishes the single college.<\/p>\n

But more than half a century after its birth, the single school has in no way become that of equal opportunities.\u00a0Worse, it fails to bring into the written culture a significant share of students, especially those from the lower classes.<\/p>\n

Linguistic Capital<\/strong><\/h4>\n

The persistence of popular failures over the decades, despite all the measures supposed to put an end to them, could invite to see there some natural and inevitable phenomenon.\u00a0We will then talk about the unsustainability of socio – cultural handicaps that affect failed audiences.<\/p>\n

In addition to the daily and ever – repeated experience of the learning difficulties of the pupils concerned, this conviction can be nourished by teachers’ scholarly description of cultural and linguistic inequalities.<\/p>\n

By the early 1960s, the sociolinguist\u00a0Basil Bernstein<\/a>\u00a0insisted on the link between language skills and school inequalities, drawing in particular on the lexical inferiority of the popular classes observed since the 1920s.\u00a0Pierre Bourdieu and Jean-Claude Passeron<\/a>\u00a0spoke of in its wake “the unequal distribution between the different social classes of the linguistically profitable capital”.<\/p>\n

This, however, does not provide proof of an insurmountable cognitive disability of students of popular origin.\u00a0Socio – cultural inequalities could lead to an understanding of inequalities in educational attainment – for example, all young people get\u00a0their baccalaureate<\/a>\u00a0, with only “heirs” getting a mention.\u00a0But what we are dealing with today is something else, a real opposition between failure and success, the first being quite radical in a very large number of cases.<\/p>\n

The question posed is not that of the inequalities between the publics welcomed by the school.\u00a0The question is whether those who arrive with the least resources have enough, or not, to normally enter the written culture.<\/p>\n

Educational devices<\/strong><\/h4>\n

On this point, the\u00a0convergence of the conclusions<\/a>\u00a0of the linguistic, sociological or cognitive approaches is striking: oral language, whatever the variations of its use, provides by itself the essential tools of the human thought which are the capacity of abstraction , reflective analysis, and logical reasoning.<\/p>\n

All children enter the CP equipped with this mental tool, which includes all that the school needs to find, among its beneficiaries, in the potential of rational thought, to lead satisfactorily their appropriation of the written culture.<\/p>\n

If it does not succeed, it is not the fact of the incapacity of the interested parties, but pedagogical models which fail to mobilize the intellectual resources of the public in difficulty.<\/p>\n

To elucidate the mystery of the origin of the school inequalities thus implies to look frankly at the school institution, and to open the black box of the process of\u00a0transmission and appropriation of knowledge<\/a>\u00a0.\u00a0A truly critical sociology must therefore tackle the question of pedagogical devices that are set up under the single French school system and the teaching practices that result from it.<\/p>\n

The course of the primary<\/strong><\/h4>\n

School destinies are played for many from the\u00a0primary<\/a>\u00a0.\u00a0They are even more dependent on the initial entry into the written culture during CP’s year.\u00a0The precise observation of the teaching practices of reading and their effects on the differentiated learning of students allows us to isolate those that are\u00a0most effective<\/a>\u00a0towards students from lower classes.<\/p>\n

However, these effective practices are today statistically minor in the French education system.\u00a0This is a very important margin of progress for improving the entry into the written culture of today’s most disadvantaged students.<\/p>\n

What about secondary education?\u00a0While cognitive learning at the beginning of the sixth year is decisive for the rest of the school, the\u00a0school inequalities<\/a>\u00a0nevertheless continue to widen over the middle and high school.\u00a0How to explain this?\u00a0Certainly, again, by a precise examination of the running of the French school.<\/p>\n

Adapting to the learning difficulties of vulnerable students often requires a moderation of\u00a0intellectual requirements<\/a>\u00a0.\u00a0This leads inevitably, on the register of educational content, to give less to those who have less, and thus to dig deeper into secondary education school inequalities already very visible at the end of primary.<\/p>\n

How to get out of this situation ?\u00a0Sociology has no pedagogical or didactic models to propose.\u00a0But it has an effective weapon: its ability to investigate the real, identification of contradictions and points of blockage.\u00a0In fact, much remains to be discovered about what is going on in the secrecy of the classroom, in both primary and secondary education.<\/p>\n

Teaching practices<\/strong><\/h4>\n

The real range of teaching practices is a field largely open to sociological investigation, particularly with regard to the diversity of the “do – it – yourself” modes adopted by those teachers who are attached to the effective success of the weakest students.\u00a0Such an investigation would benefit from questioning the effects of these teaching practices, which seek to maintain a high level of cognitive ambition with popular audiences.<\/p>\n

This type of survey is rather rare in sociology, particularly in France.\u00a0This is a crucial issue for the future of the education system, and a privileged object for research that would seek to identify places where practices are experimenting, striving to break with the common pedagogical paradigm, to evaluate and interpret their effective.<\/p>\n

This perspective would be able to highlight, by mirror effect, the intensity of the reproductive character of the currently dominant educational devices and practices in the school system.\u00a0And so to describe and submit to the empirical test the democratic potentialities of this famous “rational pedagogy” that P. Bourdieu and J.-C. Passeron called for more than half a century ago.<\/p>\n

Author Bios: <\/strong>J\u00e9r\u00f4me Deauvieau is Professor of Sociology, \u00c9cole normale sup\u00e9rieure (ENS) and Jean-Pierre Terrail, sociologist<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

To describe the French school in its current organization, the usual expression of “unique school” seems quite relevant: it is an institution open to all, offering each student the same programs, the same possibilities courses, and masters trained identically. From all these points of view, the single school is presented as that of equal opportunities.\u00a0His […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":48395,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[295300],"coauthors":[11733],"class_list":["post-48394","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-single-school"],"acf":[],"yoast_head":"\nDebate: What sociology says about the origins of school inequalities - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/debate-what-sociology-says-about-the-origins-of-school-inequalities\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Debate: What sociology says about the origins of school inequalities - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"To describe the French school in its current organization, the usual expression of “unique school” seems quite relevant: it is an institution open to all, offering each student the same programs, the same possibilities courses, and masters trained identically. 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