French Education Research Articles

A Literary Aspect in Micro Teaching Subject in French Education Department Yogyakarta State University

Micro teaching subject is the training in the formation of teaching competence through actualizing teaching basic competencies. Micro teaching subject is an integral part of the course Practical Field Experience educational programs for students of UNY S1 which are performed on campus peer teaching model. Subject Teaching Materials for Micro Teaching have also been prepared from interesting sources shared that peer teaching job is not boring. Learning resources can be printed and electronic sources, as well as the physical, natural, social, and cultural. Thus, literary works in the form of poetry can be a potential source of learning to explore.

“Everything Had to Change”: Nadia Boulanger's Translation of Modernism in the Rice Lecture Series, 1925

AbstractFrom December 1924 to January 1925 the influential French pedagogue Nadia Boulanger undertook her first concert and speaking tour of the United States of America. The end of January found Boulanger in Houston, Texas, where she had agreed to present three talks as part of the Rice Lecture Series. The stenographer's transcript of her lectures, which differs greatly from the articles she later published in the Rice Pamphlets, provides the earliest evidence of Boulanger's nascent trans-Atlantic pedagogical work. Further details reside in Boulanger's letters home to her mother, offering intimate insight into Boulanger's impressions of the United States and its contemporary musical traditions. I borrow Gilles Deleuze and Félix Guattari's notion of a “minor language” to theorize how Boulanger adroitly manipulated her status as a foreigner, as a prodigious virtuoso, and as a woman to circumvent American prejudices about women's involvement in music making and gain access to “authority.” Thus events from Houston 1925 serve both as a means to document Boulanger's first recorded English lectures and as a case study in her development of a specialized pedagogical language, developed out of an experience with Franco-American translation in the southern United States.

Colonial ‘gimmicks’ of French cultural education

It is widely known that French cultural policies in the colonies were designed to make the natives pass as French. The truth of the matter is that those policies hampered their cultural emancipation. As much as there was a desire for assimilation, there was also much apprehension that the educated natives might turn the knowledge acquired in schools against their tutors. To prevent the inevitable, policies in favour of indigenising the curricula were incepted, allegedly to amend the failure of the policy of direct assimilation, when in fact their inception represented the means by which, it was hoped, the cultural emancipation of the natives and their claims for equal rights – and eventually for self-determination – would be halted. Thus, two cultural experiments characterise the cultural policies adopted in French colonies; none of them was perfectly executed nor managed to avert the cultural alienation of the colonised.

Ambiguities and paradoxes in a competence-based approach to vocational education and training in France

This article aims to show the effects of the prevalence of the competence regime within several sectors of vocational education and training in France. The first part of the article outlines the origin of the concept of competence and the evolution of its meaning. Later, the underlying theoretical and epistemological foundations are examined and two different paradigms are distinguished. The second part of the article focuses on ambiguities and paradoxes of effect of competence approaches, in specific educational programmes in the healthcare professions and social work in France. This study is based on the analysis of a corpus of documents concerning French vocational education and training that use a competence-based approach

LOS EFECTOS DE LA EVALUACIÓN DE LAS POLÍTICAS EDUCATIVAS EN FRANCIA

INTRODUCTION. This article analyzes the effects of the evaluation of educational policies in France. METHODS. It is based on an exhaustive analysis of the theoretical and empirical studies carried out by researchers specialized in this topic, on the reports written by entities related to the French Educational Ministry, such as the High Council for Evaluation, the Directorate of Permanent Education or the General Inspections of the French Educational Ministry, and on the statistics of the Directorate of Evaluation, Prospective and Performance. RESULTS. The article concludes that an uncertain relationship exists between evaluation and decision making because political representatives scarcely request evaluations and, when they do it is because they are in a situation of extreme difficulty. In addition, the conclusions of the evaluations sometimes have a limited operative character and evaluation, as it is currently institutionalized in France, is not binding for decision makers. Furthermore, the study reveals that the effects of evaluation on the conduct and practice of the different actors involved in the educational system are relatively positive. Lastly, the study highlights the fact that evaluation makes it possible to create a space where mutual communication among the different actors of the educational system leads them to construct a shared sense of meaning, and often serves as an instrument that fosters further training and professionalization by evaluators as well as those who are evaluated. DISCUSSION. The evaluation of educational policies, seen as an activity which produces knowledge, does not manage to favor and even to guide public debate on education. In fact, a contradiction exists between the proliferation of surveys and public reports written after the implementation of educational reforms and an inability to settle essential educational matters.

Leadership Lessons for French Educators

A recent international exchange between American school leaders and French principals, researchers, and policy makers explored the meaning and application of transformational leadership across Franco-American contexts.

From the Social to the Political: 1920s Colonial Saigon as a “Space of Possibilities” In Vietnamese Consciousness

A public political sphere, to exist, requires the convergence of phenomena primarily of socioeconomic and cultural nature. In early twentieth-century southern Vietnam, the emergence of new socially, economically, and culturally determined categories among the indigenous population in the context of modern colonial urbanism was an essential condition for the development of this culture of political diversity. This article describes the new forces brought about by the colonial regime — the imposition of a modern state apparatus, the introduction of French education, the opening of society to the global economy — all of which converged in the making of Saigon, the colonial metropolis. In the city, new forms of individual consciousness arose as a result, and with them, new practices of collective socialization. Fraternal and other voluntary associations would develop and lead to the emergence of a public political sphere, what Jürgen Habermas called a culture of open rational enquiry.

France : la formation des enseignant en échec

The French today school was born with the French revolution, then with the establishment of the republic. It was for a long time in a good harmony with the French nation. The school was the guarantee for equality to accede to education. Yet, since some decades, French education evolution knows ups and downs, like other countries. Especially, the teacher training system is labouring to find the structure corresponding to the real needs of the school which must answer to several cultural and social challenges. Since 1989, the teacher training structure had been concerned with three reforms of first importance. With the coming of a left government in 2012, a new reform is coming very soon. The new political power seems to have understood that change for a better education will not pass through the only teacher training system reform, but through general structural reforms. Thinking over refondation of school is engaged since September of the present year.

The vocational high school degree reform: strengthening professional convention in the French education system?

La réforme du baccalauréat professionnel, en alignant la durée du second cycle professionnel sur le second cycle général et technologique transforme profondément l’architecture de la formation secondaire en France. Une enquête réalisée auprès d’un échantillon d’élèves permet de donner une première série d’indications sur la perception qu’ont les lycéens professionnels de cette réforme. Les résultats bruts font notamment apparaitre une satisfaction élevée, et une forte aspiration à la poursuite des études supérieures. Ce dernier résultat tendrait à valider l’hypothèse du renforcement de la convention professionnelle du point de vue des élèves et de leurs familles.

O filme O Contador de Histórias e as lições da pedagogia do amor

O artigo focaliza o filme O Contador de Histórias (Luiz Villaça, 2009), baseado na autobiografia de Roberto Carlos Ramos: A arte de construir cidadãos - as 15 lições da pedagogia do amor (2004). Para investigar o gênero textual, à luz da relação entre imaginário, tempo e memória, a análise usa os Estudos Culturais, teorias da narrativa e conceitos educacionais. Enfatiza-se como o filme utiliza um tom irônico, porém emocional e poético, para criticar as falhas educacionais da antiga Fundação Estadual para o Bem Estar do Menor (Febem); em contraste com a ação de uma pedagoga francesa que se dedicou à recuperação do garoto, como um emblemático exemplo de inclusão social. Para concluir, a narrativa é investigada em seu propósito pedagógico, enfatizando educação e cultura como efetivos pilares da cidadania.

Sociopoética: para uma perspectiva estética do pesquisar/cuidar/educar em enfermagem

Socio-poetics emerged in Brazil in the 1990’s from a study performed in 1994-95, at the Celso Suckow da Fonseca Federal Center for Technology Education (CEFET, as per its acronym in Portuguese), in Rio de Janeiro. The referred study was conducted with students and educators of the SERVIR Project for Population Education, with the support of psychology graduates from the Rio de Janeiro State University (UERJ, as per its acronym in Portuguese), and within the setting of the Nursing Graduate Program at Rio de Janeiro Federal University. This initiative had a significant impact on the development of scientific research in nursing as well as in human and social sciences, mainly because it revealed a new way of looking at qualitative research. Jacques Gauthier, the French philosopher and educator who created socio-poetics, defined the approach on the launch of his first book, published in 1996 by the Department of University Outreach of the Rio de Janeiro State University (DEPEXT/UERJ) as: an epistemological review? This was one of many attempts to answer questions of today’s researchers about the socio-political meaning of knowledge production. Despite the young age of socio-poetics in terms of scientificity, it is an innovative methodological proposal that strengthens the knowledge of research subjects, making them co-researchers; according to a preface by Reinaldo Fleuri, an internationally acknowledged education researcher, in one of his latest books regarding this approach. According to the philosophical principles of socio-poetics, the body is a source of knowledge, as it explores the cognitive strength of one’s senses, emotions, and gestures, besides their imagination, intuition and reasoning. Hence, socio-poetics promotes artistic creativity in learning, knowing, researching, and providing human care. While understanding nursing as a science of sensitiveness, as it deals with affection, people’s sensations, and subjectivities, socio-poetics values cultures, both the dominated and those offering resistance, and the concepts they produce, alerting that all types of knowledge share the same rights, and emphasizes the spiritual, human, and political dimension of knowledge construction. The validation of socio-poetics as a research method occurred through the defense of the doctoral dissertation The institution of scientificity: an institutional and socio-poetic analysis of the relationships between nursing research students and their advisers , by Iraci dos Santos, in 1997. Iraci already worked as a Free-Lecturer and Full Professor in Nursing Research at UERJ, at that time. It is observed, therefore, that the referred approach to man’s knowledge as a political and social being had, over the years, a vast field for growing, rearranging and advancing along the extensive path of philosophy, health, human, and social sciences. Nevertheless, using the philosophical principles of socio-poetics as guidelines in research/education/care is a task that yields ethical and epistemological outcomes. If socio-poetics is used in such a way, it will be an approach that functions as a form of resistance in the field of scientific production, because the research group, the analytical device of the socio-poetic method, is self-instituted during the research process, thus becoming its own master, because it is continuously regenerated by its will and its work.

The French Education of Martha Jefferson Randolph

The four years the young Martha Jefferson spent in a French convent school were profoundly formative of her outlook on female education, a subject that, by his own admission, Thomas Jefferson never spent much time contemplating. The years spent in the company of girls and women, devoted to the intellectual life, and supervised by an abbess who herself epitomized female intelligence, capacity, and energy, shaped her own ideas of the content and meaning of female education. Given such a model, as well as the rich pageantry that Roman Catholic liturgies presented to a Protestant Virginian, it is perhaps no wonder that Martha considered taking the veil and remaining forever. Of course, she did not; rather, she returned to Virginia, married, and learned household management. But she created a culture of learning at Monticello that in many ways looked like an Enlightenment model, emphasizing the cultivation of a rational, disciplined self. These various influences—French, Catholic, and aristocratic, on the one hand, and American, Protestant, and republican, on the other—converged in Randolph's thought to produce a unique view of female identity that fit neither the national paradigm of republican motherhood nor the regional pattern of southern slave mistress.

La didáctica de la filosofía y del filosofar en francia (1989- 2012)* balance documental o « estado » de la cuestión

<p>El balance documental realizado parte, en un primer momento, de la definición de los conceptos de didáctica y didáctica disciplinar y su aplicación en los enfoques de la didáctica de la disciplina académica y escolar «filosofía» de la tradición escolar y pedagógica francesa. En un segundo momento, se plantea un estado de las investigaciones realizadas en el campo de la didáctica de la filosofía y del filosofar<br />en un período de tiempo de veinte a veinte y cinco años en la clase «terminal», tres últimos grados del bachillerato (conducentes al título de «baccalauréat») de la educación media superior y en la escuela primaria y educación media (colegio) franceses. Finalmente, se exponen una serie de argumentos filosóficos y didácticos tomados de la obra de Michel Tozzi, como condiciones de posibilidad de una didáctica del aprendizaje del filosofar que tienen como fundamento la variedad de investigaciones teóricas y aplicadas, las experiencias de terreno y las nuevas prácticas de enseñanza del filosofar y la filosofía en un marco social cambiante que genera desafíos a la enseñanza de esta disciplina.</p><p> </p>

Access to French Education and Attitudes toward International French and Cajun French among South Louisiana High School Students

Access to French Education and Attitudes toward International French and Cajun French among South Louisiana High School Students

Narratologies contemporaines: approches nouvelles pour la théorie et l’analyse du récit ed. by John Pier, Francis Berthelot

l’enseignement philosophique (or GREPH) from 1974 through 1981, as the group sought to resituate the role of philosophy within the French education system, envisioning philosophy “as the place within a system of mass education for contestation and subversion” (51). The historical and political background of the group’s campaign is explored in depth and a version of Derrida emerges, far different than that both celebrated and dismissed in the American academy. Ultimately, the story of GREPH must be fully told for “deconstructive politics [to be] understood non-reductively” (79). Then, moving from “history” to “theory,” Orchard shows how the specific context of GREPH underlies what she calls deconstruction’s “double strategy,” whereby it “stage[s] oppositionality from within” (69) the very system it seeks to transform or disrupt. The strength of Orchard’s analysis lies in her fusion of the political with the theoretical as more than a banal and empty gesture, but this strength is also where the work’s limits lie. The historical accounts traced by Orchard should be of great interest to teachers and professors interested in rethinking what it means to teach philosophy and to teach philosophically, but readers are warned that this element of her work can often be obscured by her entrenchment within the complexities and apparent circumlocutions of deconstructive language. Towson University (MD) Jacob Hovind PIER, JOHN, et FRANCIS BERTHELOT, éd. Narratologies contemporaines: approches nouvelles pour la théorie et l’analyse du récit. Paris: Archives contemporaines, 2010. ISBN 9782 -8130-0020-0. Pp. 274. 28 a. It was no doubt inevitable that what was hailed in the 1960s and 1970s as ground-breaking research into the workings of narrative should come to be viewed as monolithic in nature and referred to, often dismissively, as ‘classical narratology.’ This collection provides a sampling of ongoing research in the field, developed largely within the framework of a seminar at the École des Hautes Études en Sciences Sociales that has encouraged interdisciplinary collaboration. The common editorial practice of previewing each contribution is particularly welcome in a case like this, where the specialized nature of the work—not to mention the terminology itself—can be intimidating; the capsule summaries should help prospective readers decide which studies might be of interest. The editors have also done well to open the volume proper with Ansgar Nünning’s état présent. Though a translation of an article originally published in 2003, his overview remains timely, and his presentation is clear, with extensive documentation for anyone who wishes to read more on a given topic. A number of the offerings are relevant to French studies, directly or in a more general sense. Jean-Pierre Camus’s Les décades historiques (1642), along with two tales by the Grimm brothers, allow Jean-Michel Adam and Ute Heidmann to illustrate their thesis that a given text “relève, à la fois, d’un mode de textualisation [...] et d’un ou plusieurs genres discursifs” (157). Working in a more modern period, Philippe Roussin traces the problematic distinction between récit and roman as those critical concepts evolved from the late nineteenth century on and eventually fed into the histoire/discours model of classical narratology, now seen as overly reductive. Klaus Meyer-Minnemann and Sabine Schlickers, in an effort to fine-tune the work of Lucien Dällenbach, review current critical theory on mise 1038 FRENCH REVIEW 86.5 en abyme, with examples from French, Spanish, and Brazilian literature. For Alain Rabatel (as for several other contributors, not surprisingly), it is especially Gérard Genette who epitomizes classical narratology and whose work needs reconsideration ; advocating “une articulation forte entre narratologie et linguistique” (110), Rabatel proposes a less simplistic treatment of point of view. Raphaël Baroni stresses the individual reader’s experience of a plot, as it unfolds, which was of little interest to structuralists. One of the co-editors, John Pier, uses Lolita to illustrate the possibilities of “une narratologie intertextuelle” (195), while his colleague, Francis Berthelot, focuses on a class of texts that he situates “entre mainstream et littératures de l’imaginaire” in “une zone frontalière qui possède sa logique propre : la zone des transfictions” (87). One of...

Of Slumdogs and Schoolmasters: Jacotot, Rancière and Mitra on self-organized learning

This article argues that the concept and practice of ‘self-organized learning’, as pioneered by Sugata Mitra (and his team) in the ‘Hole-in-the-Wall’ experiments (1999–2005) that inspired the novel Q & A (2006) and the resulting movie, Slumdog millionaire (2008) bear direct, but not uncritical comparison with Jacques Rancière’s account of ‘universal teaching’ discovered by maverick nineteenth century French pedagogue Joseph Jacotot. In both cases, it is argued, there is a deliberate dissociation of two functions of ‘teaching’ that are often conflated: knowledge and mastery. Mitra’s development of computer-mediated learning among the supposedly ‘ignorant’ of India’s slums, and Rancière’s insistence on equality as a presupposition rather than a goal, both emphasize the agency of the student at the centre of learning, but in ways that displace both established pedagogical methods of ‘explication’ and the neoliberal ideology of ‘schooling’ as the harmonizing of individual and social functions of education.

Living in the presence of others: towards a reconfiguration of space, asylum and inclusion

One of the core characteristics of inclusionary discourses and practices is their emphasis on living in the presence of others. Despite this self-evident character, the question of what is understood by living in the presence of others only sporadically has been the object of critical inquiry. By turning ourselves towards Stengers’ conceptual figure of the idiot and the work of a rather unknown French educator Fernand Deligny, we – opposed to what contemporary scholars and professionals tend to think – will argue that space still occupies an important role in inclusive discourses and practices. Deligny’s remarkable reappraisal of the word ‘asylum’ in particular seems fruitful in order to think the relations between space, inclusion and living in the presence of others anew. In line with Stengers’ idiot, Deligny’s polishing of the word ‘asylum’ leads to an alternative presentation of inclusion as something which has to do with creating (1) spatial interstices in one’s own thinking while living in the presence of others, and (2) places where the other can find refuge against the dominant languages of divergent contemporary professionals and disciplines.

Religious Tolerance and Understanding in the French Education System1

This research is based on an interview and survey-based case study of an Islamic lycée, a Catholic lycée, and two public lycées in the Ile-de-France region of France. The study investigated whether students in private schools receiving some form of education about religion tend to be more tolerant and demonstrate more religious understanding than students in public schools receiving little to none. The results showed that tolerance and understanding were not necessarily codependent and that a number of other factors seem to have a similarly significant impact on student religious tolerance and understanding as receiving education about religion.

June K. Burton, Napoleon and the Woman Question. Discourses of the Other Sex in French Education, Medicine and Medical Law, 1799-1815

June K. Burton, Napoleon and the Woman Question. Discourses of the Other Sex in French Education, Medicine and Medical Law, 1799-1815

How market-oriented is French higher education?

This article places developments in French higher education (HE) in the broader context of the literature on HE governance and, in particular, marketization. In order to trace developments over three time frames spanning from the mid-1980s to 2010, the author develops three ideal-type models of governance and empirical indicators to reflect the balance of power between the state, universities and market forces. This framework provides the basis for analyzing the extent to which French universities have moved away from the primarily state-centered HE model and converged on the market-oriented paradigm of HE governance. The article demonstrates how changes in French HE have been driven both by domestic reform pressures and policy instruments as well as transnational forces of competition and harmonization.