L'accès à l'enseignement primaire en France et en Angleterre : dispositions et processus de cooptation pour occuper un emploi féminin

Abstract

The major factor affecting the profession of the primary school teacher over the last thirty years has been shown to be a rise in social origin. Analysis today shows tnat the women taking up these posts have a set of specific predispositions which are found both in England and France. In other words, currently, the processes of reproduction of this profession in both countries, on the one nand, imply individuals whose characteristics, when combined, place them in the field of attraction of the recruiting institutions, and on the other hand, imply a procedure of co-optation which through its modalities tends to advantage individuals who possess these characteristics and who are able to demonstrate them during the selection procedure, especially during the interviews. The first part of this article demonstrates the social characteristics common to primary school teachers of these two countries which structure the access to this profession. The second part indicates the aspects distinguishing the future primary teachers from their English colleagues.