The Inequality Before Written School Culture: A Sociological Analysis

Extract

[...] The two sociologists evoke, in particular, both the impermeability of teaching perceptions that nourish these limiting elements. Under these paradigms, therefore, the school model appears more as a normative passage than as an egalitarian treatment of students, for which school success and social origin seem more than ever intertwined in a form of restricted transmission. And it is thus that, far from moving from a private model to a social model, the school is deprived of its emancipatory horizons, an impasse from which only sociologists can glimpse some line of retreat. [...]

[...] In the particular context of kindergarten teaching, she supports the fact that school leads the young child, essentially through the aggregation of social behaviors, to the school status. She also emphasizes these two very different spheres that are the family and the school, highlighting distinct professions that, despite being forced to coexist and undergo reciprocal acculturation due to the need to acquire common social skills. Thus, the two authors mark, not indifference, but rather the inter-influence of these two spheres, of which the school entity constitutes, in some way, the meeting place where the acquisition of normed, pre-defined skills must be realized. [...]

[...] He therefore, through experimentation, aims to prove the idea that school difficulties and social difficulties feed into each other. In doing so, the author confronts the school myth with social realities, while defining the contours of an accepted and yet limited model. These exercises reveal, through the difficulties they reveal, a student's relationship to the linguistic tool, the audience, and themselves, in other words, to their real environment. He also shows how the writing exercise works symbolically to 'learn a power', for which a transcendence of oneself appears as a necessary preliminary step. [...]

[...] The Inequality Before Written School Culture: The Case of 'Written Expression' in Primary School - Bernard Lahire (1992); The Socialization, Between Family and School. Observation of a First-Year Nursery Class - Muriel Darmon (2001) - Can We Speak of the End of the School Form? If school has since its democratization been the high place of socialization of children who have become students, and this, under several paradigms, due to the encounter it implies between necessarily personal and public spheres, it remains nonetheless subject to contradictions and evolutions that give rise to sometimes controversial or modified issues of school reading. [...]