Extract
[...] Thus, in his work, Rémi Hess explores the institutional dynamics at work in schools. Indeed, he sheds light on the processes of power and domination that influence relationships between teachers, students and other members of the educational community (see also Authier & Hess, 1994)6. He also proposes alternative pedagogical practices aimed at promoting the emancipation of individuals and the transformation of educational institutions. In this sense, this work offers a critical analysis of education while proposing concrete paths for a more participatory, democratic, and emancipatory pedagogy In these conditions, it is noted that the concepts of institutional analysis share a critical vision of institutions and power. [...]
[...] What appears very often is the role that the school can play, or even assign in the guidance of students. As the discussions progress, it becomes apparent that the school plays a very strong role in assigning students, which they perceive as an overly important commitment from the school. It appears that the Lycee (including both lycee and prep) plays a fundamental role in the way students evaluate their orientation conditions. Thus, the reading of René Lourau, accompanied by other authors such as Rémi Hess and Pierre Bourdieu, is an opportunity to theoretically understand these issues related to the microsociology of the school. [...]
[...] In this capacity, the microsociology of the school aims to focus on the study of social interactions and small-scale dynamics that take place within the school environment. It examines how individuals interact with each other, as well as with the social structures and norms present in the educational context. This includes the analysis of relationships between students, teachers and administrative staff, as well as the exploration of socialization processes, identity formation and knowledge construction within the classroom and outside. From then on, the microsociology of the school highlights how these interactions influence academic performance, emotional well-being and personal development of individuals, while contributing to the reproduction or questioning of social inequalities. [...]
[...] Today, the analysis of the microsociology of school - and particularly in its institutional approach - seems to be precisely oriented around a renewal of the issues highlighted by researchers of the 20th century, including Georges Lapassade. It is particularly about understanding certain issues such as the transition to adulthood, and towards the path of professionalization by guiding students from a young age. In fact, by integrating the perspectives of microsociology of school life and ethnosociology, new authors in sociology have highlighted the impact of power relations and institutional models on the conception of what it means to be an adult for students present in school. [...]
[...] One of the most important authors on this theme is Georges Lapassade, and it is notably his book titled Microsociology of School Life what it will be studied. This Journal aims to explore the works of this type of researcher, to read the entire conclusions of the researchers and to understand the dynamics by a complete exploratory work. I. Institutional Analysis in Education since its creation in 1962 until its institutionalization This reading journal aims to explore and study key concepts related to the microsociology of school, and notably by taking an appropriate historical context. [...]
