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Les apports de la sociohistoire à la compréhension du traitement des difficultés scolaires et des handicaps des élèves au sein de l’école en France (1904-2013)

Abstract : By proposing a joint analysis of public education and medico-social policies, this sociohistorical perspective renews with the genesis of the social implementation of issues linked to the categorisation of the intellectual efficiency of young students. The reconstruction of links between educational standards and the psychological designations of the individual difficulties of students retrospectively clarifies the interactions between the social problematizations of academic failure and the construction of a public disability policy. Seen in terms of social protection, disability has re-examined the historical dependency of medical categorisations with regard to academic normativity. The European affirmation of social integration objectives, founded on the pre-eminence allocated to the training of human capital, illuminates, at a level unseen, the progressive highlighting of economic arguments as the main foundation of academic institutions.
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https://hal-normandie-univ.archives-ouvertes.fr/hal-02367348
Contributor : Philippe Mazereau Connect in order to contact the contributor
Submitted on : Monday, January 13, 2020 - 4:35:24 PM
Last modification on : Friday, March 11, 2022 - 3:26:26 AM

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Philippe Mazereau. Les apports de la sociohistoire à la compréhension du traitement des difficultés scolaires et des handicaps des élèves au sein de l’école en France (1904-2013). Education et Sociétés : Revue internationale de sociologie de l'éducation, De Boeck Supérieur 2016, Les sociologues de l’éducation et le passé, 2 (38), pp.37-52. ⟨10.3917/es.038.0037⟩. ⟨hal-02367348⟩

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