6533b822fe1ef96bd127de51
RESEARCH PRODUCT
Evaluation of a public policy for combating exclusions : the case of an "insertion" class in the final year of junior secondary school
Sandrine Cambonsubject
[SHS.SOCIO]Humanities and Social Sciences/SociologySocial exclusion[SHS.SOCIO] Humanities and Social Sciences/SociologyPublic policyEvaluation des politiques publiques[SHS.EDU]Humanities and Social Sciences/Education[SHS.EDU] Humanities and Social Sciences/EducationRemediation[ SHS.EDU ] Humanities and Social Sciences/Education[ SHS.SOCIO ] Humanities and Social Sciences/SociologyJunior secondary schoolPolitique publiqueSchool failureÉducationFranceEvaluationTroisième d'insertionExclusion socialeInsertion socialeLutte contre l'exclusiondescription
Since 1975, the expression "single college" is regularly evoked to describe the first cycle of secondary education in France. However, since 1992, classes named "third of insertion", neither dedicated to general education, nor assimilable to those with adapted teaching have been functioning for mailing pupils. At the cross-roads of political, historical, economic and social problems, this study tries to articulate each one of these fields, with the student body, placed at the centre of these questions, being both from an underprivileged social category and having experienced school failure. The analysis which follows demands simultaneously research on the concept of "insertion", the name of the studied class, and on public policies in a context of decentralization, which makes individual schools a relevant unit of diagnosis and remediation.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2005-11-21 |