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L’entre-deux comme posture pédagogique auprès d’élèves autistes de type Kannérien : trouver sa voix – sa voie ?

Abstract : In our research on situations of disability in schools, we have developed the go-between paradigm (Thouroude 2002, 2016). The concept of a go-between position, borrowed from Daniel Sibony (1991), makes it possible to think of difference as an open space between two persons and not as a closed space. To think of difference as a go-between is to think about what binds us to the other. We applied this posture to the encounter with otherness in a school context. The go-between position then designates a pedagogical posture oriented toward common and meeting points with pupil-subjects, in order to create links with them. These links are particularly difficult for teachers dealing with pupils with autism. Our article explores access routes to the go-between position in this particular context. Our methodology is based on a school vignette. We present a case study of Pinocchio, a seven year-old pupil with autism. This clinical case aims to study how to create a link in a teaching space (Hélie 2015), which opens the way to symbolization processes.
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https://hal-normandie-univ.archives-ouvertes.fr/hal-02371798
Contributor : Laurence Thouroude Connect in order to contact the contributor
Submitted on : Wednesday, November 20, 2019 - 9:53:38 AM
Last modification on : Sunday, June 26, 2022 - 2:19:43 AM

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Thierry Hélie, Laurence Thouroude. L’entre-deux comme posture pédagogique auprès d’élèves autistes de type Kannérien : trouver sa voix – sa voie ?. Cliopsy, CREF, 2018, pp.55-69. ⟨10.3917/cliop.020.0055⟩. ⟨hal-02371798⟩

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