Academic literature on the topic 'French School Crisis'
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Journal articles on the topic "French School Crisis"
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Coulange, Lalina, Kari Stunell, and Grégory Train. "Pedagogical continuity: myth or reality?" Journal of Research in Innovative Teaching & Learning 14, no. 1 (February 16, 2021): 75–92. http://dx.doi.org/10.1108/jrit-11-2020-0077.
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PurposeIn March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the move to distance learning, the teaching practices employed and the socio-economic context of the learners in French schools during this period. We ask how far the changes in teaching practices during the coronavirus crisis were influenced by the social context of teaching. And to what extent this context influenced the focus of the pedagogical continuity those teachers set up.Design/methodology/approachA review of the literature situates the study within the field of mathematics teaching practices. The study was carried out through a multidimensional analysis using multiple correspondences of the responses of 368 French secondary school mathematics teachers to an online questionnaire.FindingsWe found that the unprepared move to distance learning impeded the employment of dialogic practices. The socio-economic situation of the teaching was identified as a determining factor in the teachers' different interpretations of the term pedagogical continuity. Whilst those working in more deprived areas tended towards practices which focused on maintaining pupils' links with school, consolidation of knowledge and providing social/affective support, those teaching a more privileged public favoured tools and practices which allowed them to focus on the disciplinary content of their teaching.Practical implicationsThe challenge of maintaining dialogic activities – teacher education to combat inequalities.Originality/valueA quantitative study of mathematics teachers providing pedagogical continuity through distance learning for the duration of the crisis.
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Odintsova, A. "French Regulationists on the Financial Dominance in the Modern Economy." Voprosy Ekonomiki, no. 12 (December 20, 2008): 46–59. http://dx.doi.org/10.32609/0042-8736-2008-12-46-59.
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The ongoing financial crisis has attracted economists’ attention to the problem of explaining its nature and offering ways of overcoming it. French regulationism is analyzed in the article as a school of economic thought developing its own approach to the institutional analysis of systemic qualities of the world economy. The article considers French regulationists’ views on the contemporary tendencies in the development of financial sector, on the changes in its role in the global institutional system of a modern society. It is shown how evolution of pension funds has led to prevalence of logic of the financial market in the global economic system, which resulted in the inevitability of the financial crisis.
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Cadousteau, Matairea, Emilie Guy, Rodica Ailincai, and Maurizio Alì. "Confinati nell’Eden. L’esperienza dei genitori tahitiani durante la pandemia." Rivista Italiana di Educazione Familiare 18, no. 1 (June 19, 2021): 113–52. http://dx.doi.org/10.36253/rief-10273.
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The functioning of many education systems around the world was disrupted during the Covid-19 crisis. Even the idyllic atolls of French Polynesia – although far from the main centers of contagion – have not been spared, so the school and families were induced to adapt and to find new strategies of collaboration. This paper is based on the study of 19 families living in Tahiti, and it analyse the discourses of Polynesian parents charged with new responsibilities associated with school support during the crisis. The results obtained reveal that attitudes linked with such new tasks are closely correlated with the socio-economic status, and that the educational style of parents, during confinement, favoured directive and empowering traits. Finally, the study shows that Polynesian parents maintained a conflicting relationship with pedagogical continuity, confirming an overall trend, observed in other postcolonial contexts.
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Johnston, Wendy. "Keeping Children in School: The Response of the Montreal Catholic School Commission to the Depression of the 1930s." Historical Papers 20, no. 1 (April 26, 2006): 193–217. http://dx.doi.org/10.7202/030939ar.
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Abstract In Quebec, as elsewhere in Canada, the depression of the 1930s highlighted the inadequacies of existing welfare arrangements and ultimately compelled a shift towards greater state intervention and rationalization of philanthropy. Historians have so far devoted little attention to the situation of children and the evolution of child welfare services during this crucial period. This paper seeks to examine the effects of the depression on the origins, the nature and the impact of aid policies in a particular urban school system. The analysis centres on the Montreal Catholic School Commis- sion (MCSC), the largest of Quebec's local public school boards, during the period 1929 to 1940. In 1930, the Commission s primary and secondary schools boasted an enrolment of nearly one hundred thousand students. These mainly French-speaking children of working-class origin were particularly hard hit by the economic crisis. The author argues that the severe physical want experienced by schoolchildren in the depression years constituted a formidable obstacle to regular school attendance and to learning. Faced with this situation, MCSC officials were obliged to abandon a conception enshrining education, health and welfare as separate categories. The economic crisis thus compelled the commission to assume an enlarged, systematized and diversified role in student welfare. School authorities rationalized and expanded the long-standing policy of free schooling for indigents and, in 1934, created a social service agency to provide free milk and clothing to needy children. To this end, they allied a continuing reliance on private charity with the adoption of modern social work practices. However, lacking sufficient funding, MCSC assistance programmes proved hopelessly unequal to the enormous student need. The MCSC s depression-era ini- tiatives were, despite their inadequacies, developments of long-term significance, providing the springboard for social work's entry into the school system.
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Chiatoh, Blasius A., and Emmanuel T. Mbah. "Teacher Preparation and the Implementation of Official Bilingualism in Anglophone Primary Schools in Cameroon: A Study of Some Teacher Training Colleges in the Buea Municipality." Modern Journal of Social Sciences and Humanities 3, no. 1 (January 17, 2024): 1–10. http://dx.doi.org/10.51699/mjssh.v3i1.743.
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Since the reunification of the two Cameroons in 1961, successive modes of application of official bilingualism have been adopted geared toward empowering every child leaving school with communication competencies in English and French. Despite the noble intentions, the pedagogic implications of the implementation remain uncertain. With the current Anglophone crisis, the much talked about ‘living together’ is threatened by a linguistic divide which, undeniably, has a huge toll on the cultural heritage of the two linguistic communities in the country. One wonders why after more than half a century; official bilingualism is not yet a living reality among school leavers. In teacher training institutions responsible for laying the foundation for the achievement of the policy, language curriculum still leaves much to be desired. This research investigates teacher preparation as a crucial link in implementing the official bilingualism policy in Anglophone primary schools. It focuses on language curriculum as the basis for teacher training to establish its adequacy in the achievement of official bilingualism. The paper examines official bilingualism in the professional preparation of teachers in some public, confessional and lay private teacher training institutions in the Buea municipality of the South West Region of Cameroon. The findings reveal that, though most teachers have a good working experience of over 10 years, their deficient bilingualism levels do not reflect effectiveness in bilingualism teaching. They cannot plan, implement and evaluate French and bilingualism training lessons. They lack exposure in terms of content knowledge and pedagogic skills and have limited time allocation for bilingual training. Finally, teachers do not master the French language subject matter they are expected to teach.
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Pramuk, Christopher. "Contemplation and the Suffering Earth: Thomas Merton, Pope Francis, and the Next Generation." Open Theology 4, no. 1 (May 1, 2018): 212–27. http://dx.doi.org/10.1515/opth-2018-0015.
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Abstract During his address to the US Congress in 2015, Pope Francis lifted up the Trappist monk and famed spiritual writer Thomas Merton as one of four “great” Americans who “offer us a way of seeing and interpreting reality” that is life-giving and brings hope. Drawing from Merton and gesturing to Pope Francis’s 2015 encyclical Laudato Si’, the author explores the epistemological roots of the environmental crisis, arguing that while intellectual conversion to the crisis is crucial, Merton’s witness suggests a deeper kind of transformation is required. Reading Merton schools the imagination in the way of wisdom, or sapientia, a contemplative disposition that senses its kinship with Earth through the eyes of the heart, illuminating what Pope Francis has called “an integral ecology.” The author considers the impact of two major influences on Merton’s thought: the Russian Wisdom school of theology, or sophiology, and French theologian Jacques Ellul, whose 1964 book “The Technological Society” raises prescient questions about the role of technology in education and spiritual formation. Arguing that our present crisis is both technological and spiritual, epistemological and metaphysical, the author foregrounds Merton’s contributions to a sapiential theology and theopoetics while asking how the sciences and humanities might work together more intentionally toward the transformation of the personal and collective human heart.
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Savinova, Anna. "The problem of security of Mediterranean communications in French policy in the spring of 1938." Исторический журнал: научные исследования, no. 4 (April 2020): 95–107. http://dx.doi.org/10.7256/2454-0609.2020.4.33296.
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This article explores the representations of French diplomats and military chiefs on the methods of ensuring security of Mediterranean communications against the background of unfolding Austrian crisis in the spring of 1938. Although national and foreign researchers discusses the existence of a threat to French communications in the Mediterranean, Paris’ position on this problem alongside the change of its approach, have not previously become the subject of separate research. The author attempts to elucidate why Paris resorted to the questions of military cooperation with London in the Mediterranean Region precisely in the spring of 1938. The author relied on the achievements of the realist school of the theory of international relations in defining the concept of security. The conclusion is formulated that consolidation of Italy and Germany in the strategically important areas of the region – Spanish Morocco and Balearic Islands, which took place during the Spanish War, posed a serious threat to French communications in the Mediterranean. French military officers believed that particular danger to Paris’ positions in the region came from Italy. In the course of escalation of the Austrian crisis, the stance of Paris on the defense of communications varied. If in February 1938, the French military chiefs were assumed that security of communications could be ensured by signing an agreement, after the Anschluss they considered conducting military operations in the Mediterranean Region in the instance of the beginning of war. Paris was concerned about consolidation of “axis” powers in the region, and a year ahead of London raised the question on conducting combat operations in the Mediterranean. However, without the support of Great Britain, France was incapable of achieving full protection of its Mediterranean interests.
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Osipov, E. A. "Французская средняя школа и рост религиозного радикализма. Современные тенденции." Вестник гуманитарного образования, no. 3(23) (December 9, 2021): 130–34. http://dx.doi.org/10.25730/vsu.2070.21.044.
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Murder in October 2020 of a French teacher Samuel Pati, who showed anti-Islamic caricatures to schoolchildren, was again forced to talk about the crisis of national and religious identity in France, and the focus was on secondary school teachers who were forced to defend the principle of secularism of education in conditions of regular contesting of school curricula by students, the absence of students in lessons during religious holidays, permanent requirements for the permission of a special menu in school canteens for religious schoolchildren, refusal of Muslim girls from physical education and so on. The article analyzes the trends characteristic of modern French secondary schools and associated with the aggravation of ethnic and confessional tensions in the Fifth Republic and the growth of religious radicalism among young people. Particular attention is paid to the results of the latest study on the situation of teachers conducted by the Jean Jaures Foundation, one of the most authoritative humanitarian organizations in France, which really influences the views of the intellectual and university community of the country. The results obtained during the research of the Jean Jaures Foundation show that the problem of the growth of religious radicalism among young people has not been local for a long time, is not concentrated in the so-called "difficult" suburbs of large cities and has spread throughout the country. Moreover, she no longer has an age accent. Not only high school teachers, but also those working in primary and even preschool education talk about manifestations of religious intolerance by students during classes. In general, 80% of teachers from different regions of France have faced similar problems in their careers. The results obtained by the Jean Jaures Foundation are compared in the article with previous studies of this kind, which allows us to draw conclusions about the degradation of the situation. Убийство в октябре 2020 г. французского учителя Самюэля Пати, демонстрировавшего школьникам карикатуры антиисламского характера, снова заставило говорить о кризисе национальной и религиозной идентичности во Франции, причем в центре внимания оказались учителя средней школы, вынужденные отстаивать принцип светскости образования в условиях регулярного оспаривания учащимися школьных программ, отсутствия учеников на уроках в период религиозных праздников, перманентных требований по разрешению специального меню в школьных столовых для верующих школьников, отказа девушек мусульманского вероисповедания от занятий физкультурой и так далее. В статье анализируются тенденции, характерные для современной французской средней школы и связанные с обострением этноконфессиональной напряженности в Пятой республике и ростом религиозного радикализма среди молодежи. Особое внимание уделяется результатам последнего исследования о положении учителей, проведенном Фондом Жана Жореса, одной из самых авторитетных гуманитарных организаций во Франции, действительно оказывающей влияние на взгляды интеллектуального и университетского сообщества страны. Полученные в ходе исследования Фонда Жана Жореса результаты показывают, что проблема роста религиозного радикализма среди молодежи уже давно не является локальной, не концентрируется в так называемых «трудных» пригородах крупных городов и получила свое распространение по всей территории страны. Более того, она уже не имеет и возрастного акцента. Учителя не только старших классов, но и работающие в начальном и даже дошкольном образовании рассказывают о проявлениях религиозной нетерпимости учащимися во время занятий. В целом же 80 % учителей из разных регионов Франции сталкивались в своей карьере с подобными проблемами. Полученные Фондом Жана Жореса результаты сравниваются в статье с предыдущими исследованиями подобного рода, что позволяет сделать выводы о деградации ситуации.
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Rodin, Ilya. "Second Vatican Council as reflected by French essayists." St. Tikhons' University Review 108 (October 31, 2022): 152–62. http://dx.doi.org/10.15382/sturii2022108.152-162.
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The article is dedicated to analysis of the activities and resolutions of the Second Vatican Council Vatican of the Roman Catholic Church in the historical context of the 1960s and its presentation in the studies of the French authors. The attention paid to the opinion of the French intellectual community representatives concerning issues from the Council agenda is justified: the Catholicism in France searched a lot for the resolution of an institutional crisis, originated in the changed role of religion in the citizens life, so the restart of the relations between Church and society declared at the Council became a base for further activities. Moreover, a significant impact on the Second Vatican Council concepts was made by the ideas of the «new theology» school where the core was formed by a group of French theologians.The article shows that the Second Vatican Council and its resolutions was highly appreciated by the French authors, and that their interest towards it touched a lot of different aspects of the discussions led at the Council: social, political, cultural and theological spheres. The authors of the articles and comments discovered the particularities of key idea of the Council: creation and development of the dialogue between Church and society in the actual political conditions. French authors during many decades studied more and more aspects of the Council documents and resolutions, and it is a proof of the importance of the realized meeting for the Catholic community.
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Montalban, Matthieu, Vincent Frigant, and Bernard Jullien. "Platform economy as a new form of capitalism: a Régulationist research programme." Cambridge Journal of Economics 43, no. 4 (May 14, 2019): 805–24. http://dx.doi.org/10.1093/cje/bez017.
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AbstractThe terms ‘platform economy’ or ‘sharing economy’ have become widespread with the development of digital platforms like Uber. This economy is transforming capitalism and raising important questions about its nature. Is it a new process of embeddedness or is it the next step for deregulation following the crisis of the financialised regime of accumulation (RA)? Is it a possible new Growth Regime? Using the approach of the French Régulation school of thought, we describe the nature and transformations of the form of competition inherent in platforms. Although this may favour some forms of re-embeddedness, we show that it will accelerate some of the trends and characteristics of the institutional forms of the financialised RA and that it is an endogenous product of its crisis. This raises further questions and uncertainties related to the ability of platforms to generate stable long run growth due to the dysfunctionality of the mode of régulation and the conflicts it could generate.
Dissertations / Theses on the topic "French School Crisis"
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Elalouf, Aurélia. "Histoire de la première nomenclature grammaticale officielle en France (janvier 1905 - avril 1911)." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA134.
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L’étude retrace l’histoire de la première nomenclature grammaticale officielle en France, depuis les premiers débats publics sur la nécessité d’une simplification et d’une unification terminologiques (à partir de janvier 1905) jusqu’à la promulgation des trois textes officiels que sont l’arrêté du 25 juillet 1910 (qui fixe la liste des termes grammaticaux dont la connaissance est exigible dans les examens et concours de l’enseignement primaire et de l’enseignement secondaire) ainsi que la circulaire du 28 septembre 1910 et la note du 21 mars 1911 (qui précisent la manière dont doit être mis en œuvre l’arrêté). L’étude soulève des enjeux politiques, théoriques et épistémologiques : la simplification et l’unification des nomenclatures grammaticales répond à la volonté de l’État d’améliorer la maitrise de la langue nationale et d’unifier son enseignement sur tout le territoire ; l’élaboration de la nomenclature révèle les problèmes posés par l’analyse des constructions verbales et de la phrase complexe au début du XXe siècle ; la réforme des nomenclatures met en lumière la tension entre un idéal terminologique et la réalité des pratiques. Ces enjeux croisent à tous moments des questionnements d’ordre didactique : sur la place d’un enseignement explicite de la grammaire dans l’enseignement de la langue, sur les relations que les savoirs scolaires entretiennent avec les savoirs savants ou encore sur les limitations imposées par ce qui peut être enseignéThis study recounts the history of the first official grammatical nomenclature in France, since the first public debates on the necessity of a terminological simplification and unification (from January 1905) to the promulgation of the three official texts that are the decree of the 25th of July 1910 (that fixes the list of the grammatical terms that have to be known in the exams and examinations of both primary and secondary educations) as well as the circular of the 28th of September 1910 and the note of the 21st of March 1911 (that both explain how the decree has to be implemented). The study raises political, theoretical and epistemological issues: the simplification and unification of grammatical nomenclatures encounter the State’s will to improve the command of the national language and to unify education on the entire territory; the elaboration of the nomenclature reveals the problems caused by the analysis of verbal constructions and the complex sentence at the beginning of the 20th century; the reform of the nomenclatures highlights the tension between a terminological ideal and the reality of practices. These issues consistently intersect with didactic questions: on the place of an explicit teaching of grammar in the teaching of language, on the relations that school knowledge has with academic knowledge or furthermore on the limitations imposed by what can be taught
Books on the topic "French School Crisis"
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Lawton, Stephen B. Finding time for education: Policy crises in Ontario schooling. [Toronto, Ont: s.n, 1990.
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Inévitablement, après l'école. Paris: Fabrique, 2007.
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Kirwan, Jon. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198819226.003.0001.
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This introduction provides an overview of the movement called the nouvelle théologie, a French Catholic reform movement led primarily by Jesuits and Dominicans. They sought to build a certain rapprochement with modernity by appropriating the historical method, aspects of phenomenology, and social engagement. A brief overview is provided of the two theologates with which they are identified: Fourvière, the Jesuit school in Lyon and Le Saulchoir, the Dominican school across the border in Belgium. Next, brief biographies are provided of the primary figures, including Henri de Lubac, Jean Daniélou, Yves Congar, and Marie-Dominique Chenu and Gaston Fessard. Finally, it is argued that recent historical treatments explain the nouvelle théologie almost exclusively in terms of the ecclesiastical debates that surrounded it. It suggests that a broader historical methodology is needed to root the movement deeper in the cultural, political, intellectual, and economic crises of the first half of the twentieth century.
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Outram, Dorinda. Education. Edited by William Doyle. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199291205.013.0021.
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The history of education is enmeshed with the growth and final crisis of the Ancien Régime. The rapid expansion of the state, and the vigour of international competition in the eighteenth century, interlocked with educational change. Struggles between church and state for the control of schools and pupils were vital for the making of well-trained armies and docile peasants. The vast and complex international intellectual movement known as the Enlightenment is incomprehensible without a history of education. It is from sectarian conflicts under the French Third Republic that the history of education has evolved many of its traditional themes: institutions, literacy, ideologies, religion, curriculum, personnel, and young and not so young learners.
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Evangelista, Stefano. Cosmopolitan Classicism. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198789260.003.0013.
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Oscar Wilde associated ancient Greece and modern France as the homelands of artistic autonomy and personal freedom. France and the French language were crucial in his adoption of a cosmopolitan identity in which his close emotional and intellectual engagement with the ancient world also played a key role. His practices of classical reception therefore have roots in the French as well as English traditions. Wilde’s attitude towards ancient Greece initially shows the influence of French Parnassian poetry. As time goes on, however, he starts to engage with the new images of the ancient world promoted by Decadence and Symbolism, which sidelined the Greek classicism idealized by the Parnassians in favour of Hellenistic and Latin antiquity. Particularly important to Wilde were his exchanges with French Symbolist authors Marcel Schwob and Pierre Louÿs, whose writings on Hellenistic Greece are in dialogue with Wilde’s works, notably ‘The Critic as Artist’ and Salomé.
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Murch, Mervyn. Supporting Children When Parents Separate. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447345947.001.0001.
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After years of research and reflection on the work of the interdisciplinary family justice system this book offers a fresh approach to supporting the thousands of children every year who experience a complex form of bereavement following parental separation and divorce. This stressful family change, combined with the loss of support due to austerity cuts, can damage their education, well-being, mental health, and long-term life chances. This book argues for early preventative intervention which responds to children's worries when they first present them, without waiting until things have gone badly wrong. The book's radical proposals for reform involve a much more coordinated and joined-up approach by schools, the Children and Family Court Advisory and Support Service, and Child and Adolescent Mental Health Services. This book encourages practitioners and academics to look outside their professional silos and to see the world through the eyes of children in crisis to enable services to offer direct support in a manner and at a time when it is most needed.
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Deconstruction, Derrida. New York: St. Martin's Press, 1998.
Find full textBook chapters on the topic "French School Crisis"
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Richard, Nathalie. "The French Philosophical Crisis of the 1860s and the Invention of the “Positivist School”." In The Worlds of Positivism, 155–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-65762-2_7.
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Murray Levine, Alison J. "School." In Vivre Ici, 101–32. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781786940414.003.0005.
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This chapter considers five films from among the rich and diverse archive of French documentaries devoted to school experience from the past twenty years. The filmmakers included are Denis Gheerbrant, Nicolas Philibert, Régis Sauder, Pascale Diez, and Julie Bertucelli. This collection of films by a diverse mix of filmmakers examines life in an equally diverse mix of schools and classes. They share an interest in configuring the space of the school in terms of experiential relationships rather than expository argumentation. They invite viewers to explore a particular space and develop a sense of co-presence with its inhabitants, resulting in a sense of ecological connection within a shared ecosystem rather than identification with, or mastery of, the subjects in the film. The films highlighted in this chapter are considered within the context of contemporary debates about the “school crisis” in France, and viewer responses to two of the films are studied in detail.
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Harrison, Nicholas. "Teaching in a Time of Crisis." In Our Civilizing Mission, 85–160. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781786941763.003.0004.
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Against the broader backdrop of histories and debates sketched out in earlier chapters, Chapter 3 focuses in detail on the life and work of Mouloud Feraoun, touching on other important figures including Jean Amrouche and Albert Camus. Feraoun was a successful novelist who remained dedicated to his work as a teacher in a French primary school, even when his work placed his life at threat from both sides in the Algerian war of independence (during which the FLN at one point called a boycott of French schools). He finished his life working for the CSEs (Centres sociaux 裵catifs) established by the French authorities during the war. The chapter tries to shed light on this heroic/anti-heroic commitment to education, and how we can understand, and perhaps justify, his decision to remain part of the colonial education system in the context of a violent anti-colonial war, despite his commitment to Algerian independence. [150]
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Masson, Mimi, and Simone Ellene Cote. "Belonging and Legitimacy for French Language Teachers." In Advances in Educational Marketing, Administration, and Leadership, 116–49. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-9029-7.ch006.
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With the ongoing French as a second language (FSL) teacher shortage crisis driving multi-million-dollar expenditures from governments, professional associations, and school boards, little attention has turned towards identifying systemic issues, rooted in racial ideologies, which may be impacting FSL teachers' desire to stay (or even enter) into the profession. In this chapter, using visual narratives and arts-based research methods, the authors applied LangCrit and raciolingusitics to examine future FSL teachers' discourses about French as a language/culture and learning French and teaching French. The data collected over a year, showcasing three participants, reveal the vastly different positionalities entrenched in complex interactions with language standard ideologies, native-speakerism, colonialism and racism. The authors ask, then, how stakeholders and teacher education programs might account for these differing lived realities when it comes to recruiting and preparing future FSL teachers for long-term success in the profession.
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Jones, Graham M. "“Hey, but That’s Not Respectful!”." In Rethinking Politeness with Henri Bergson, 83–96. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197637852.003.0007.
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Abstract Bergson’s remarks on politeness as a civic virtue came on the coattails of the Jules Ferry Laws of 1881-1882, which made public education in France free, mandatory, and secular. His vision of liberal education as a preparation for participation in civil society closely parallels Durkheim’s contemporaneous conception of the social sciences as a mode of both moral education and secular religion that could promote solidarity across differences of ethnicity and class. In this chapter, French Republican ideals of the public school as a site of egalitarian language socialization are shown to have been challenged in recent years, amidst conflicts of class, ethnicity, and religion. How are discourses of “lacking respect” mobilized in both moral panics about contemporary French adolescence and young people’s counter-hegemonic struggles against structural inequities? What is the cultural relationship, in short, between respect and politeness in contemporary French civil society? The failures of French public education, in an era of cultural pluralism, to live up to its nation-building ideals points to a broader crisis: in a world that is increasingly riven by intolerant, uncivil discourses, do the liberal arts and social sciences—and particularly linguistic anthropology—have a pedagogical role to play in the (re)generation of civil society? Drawing on the traditions of Bergson and Durkheim, how do ethical protocols of politeness connect with epistemological protocols of anthropological inquiry in—and beyond—the discursive space of the twenty-first-century classroom?
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Paxton, Robert O. "The Triple Crisis of The French Peasantry, 1929–39." In French peasant Fascism, 11–50. Oxford University PressNew York, NY, 1997. http://dx.doi.org/10.1093/oso/9780195111880.003.0002.
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Abstract During A Long Decade that began in the late 1920s, the men and women who drew their living from agriculture in France faced very hard times. Peasants always face hard times, and they always feel that city people care little and understand less about them. But the crisis of the 1930s went beyond the recurring insecurities—illness, bad weather, poor harvests—that peasants have always taken for granted as part of their lot. This crisis, which seemed to threaten the French family farm with extinction, had three dimensions. First, the economic dimension of the peasant crisis of the 1930s—during the Great Depression—was an ever-deepening decline of farm prices that lasted so long and plunged so low that even the most diligent efforts could barely keep a family alive. Second, the cultural dimension of this crisis was the low esteem for peasant life, values, and needs that seemed to permeate the Third Republic. Schools, films, literature, and the popular press were devoted, or so it seemed to farm families, to making the peasants’ children feel contempt for their way of life. They lured the best young people away to the cities and emptied the villages in a disheartening “rural exodus.”
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Ashley, Katherine. "Stevenson in French Literary History." In Robert Louis Stevenson and Nineteenth-Century French Literature, 150–85. Edinburgh University Press, 2022. http://dx.doi.org/10.3366/edinburgh/9781474493239.003.0005.
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This chapter analyses Stevenson’s place in the development of French literature and positions his work within debates taking place on the evolution of the novel in fin-de-siècle France. The importance of Stevenson’s fiction to the elaboration of the French adventure novel in the early twentieth century is well known. This chapter shows that even before this, Stevenson’s writing offered a counter-model to Naturalism. The chapter discusses how French critics were unconcerned with internal debates in the Anglo-Scottish literary field because they considered France as the arbiter of literary norms, and shows how Stevenson appealed to French critics because he rejected literary schools and forged his own path in terms of genre, form and style. The chapter is divided into three sections: ‘Generational Differences’; ‘Beyond Naturalism’; ‘Towards a New Novel’.
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Antoon, Sinan. "The Arabic Prose Poem in Iraq." In The Edinburgh Companion to the Prose Poem, 281–94. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474462747.003.0018.
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The emergence of the Arabic prose poem in its early embryonic forms in the early 20th century and in its mature phase in the 1960s was a radical break with an established poetic tradition going back to the 6th century C.E. There are two major “schools”: The Lebanese School and the Iraqi School. The most influential representative of the Lebanese school is the Syrian-Lebanese poet and critic Adunis (1928–). His poems and translations from French were very influential in expanding literary horizons and shaping the debate about the Arabic prose poem. The Iraqi School was more influenced by Anglophone, and particularly American poetry. Its most representative figure is Sargon Boulus (1940–2008). His early translations from English and American poetry which started in the 1960s and continued until his death were transformative in Iraq and elsewhere in the Arab world and influenced generations of poet. Both Boulus and the Iraqi School are grossly under-researched. The main focus of this essay is on the prose poem in Iraq paying particular attention to Boulus who is a pioneer poet and translator.
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Andrew, Dudley. "Postwar renewal and retrenchment." In French Cinema: A Very Short Introduction, 49—C4P11. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/actrade/9780198718611.003.0004.
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Abstract This chapter covers the state of French cinema just after the World War II armistice. Critics from L’Écran Français, La Revue du Cinéma, and other papers and cultural journals broadcast the return of French cinema to international prominence and its role in envisaging a free, egalitarian society. The chapter explores the opening of the film school IDHEC and the Cannes Festival, where France entered five features including prize-winners La Bataille du rail and La Symphonie Pastorale. Though not selected by its own country, Georges Rouquier’s poetic documentary Farrebique took the critics’ award. The chapter explains how cinema was at the mercy of trade negotiations with America following the 1946 Blum–Byrnes accord. It discusses the establishment of the Objectif 49 movement, led by Cocteau, Bazin, Jacques Becker, and Robert Bresson, to build an audience for a new avant-garde of mature feature films.
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Bourguiba, Leïla. "Is the Opposition Between Civil Law and Common Law Criminal Procedure the Lock or Key to International(ized) Tribunals’ Success?" In The President on Trial, 282–94. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198858621.003.0034.
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This chapter offers a comparative consideration of the efficacy of civil versus common law in adjudicating atrocity crimes, using the example of the French war crimes unit prosecution practice. On 16 October 2017, representatives of international criminal courts and tribunals met in France at the French National School for the Judiciary. Their meeting resulted in the signing of a Declaration on the effectiveness of international criminal justice (Paris Declaration). In gathering professionals from international courts and tribunals where the need to comply with founding texts and specific procedures can challenge those who, by habit, comfort, or conviction, draw on their national practise to interpret and apply the rules of procedure, the question of common versus civil law practice was the implicit focus. The Paris Declaration was adopted at a time when disappointment towards the ‘efficiency’ of international(ized) tribunals and courts is high. They are considered too slow and too costly. In this context, it is not unusual to hear that international trials would be better managed and more efficient if they borrowed more elements of ‘civil law’ on their ‘common law’ foundation. The chapter then describes the main characteristics of each procedural system to help identify which procedural model has been favoured before international(ized) tribunals. It also asks whether national investigation and prosecution of core international crimes are more efficient.
Conference papers on the topic "French School Crisis"
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Erdei, Renáta J., and Anita R. Fedor R. Fedor. "The Phenomenon and the Characteristics of Precariate in Hungary: Labormarket situation, Precariate, Subjective health." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10284.
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Anita R. Fedor- Renáta J. Erdei Abstract The focus of our research is labor market integration and the related issues like learning motivation, value choices, health status, family formation and work attitudes. The research took place in the North Great Plain Region – Szabolcs-Szatmár-Bereg county, Nyíregyháza, Nyíregyháza region, Debrecen, Cigánd district (exception), we used the Debrecen and the national database of the Graduate Tracking System. Target groups: 18-70 year-old age group, women and women raising young children, 15-29 year-old young age group, high school students (graduate ones) fresh university graduates. The theorethical frameworks of the precariate research is characterized by a multi-disciplinar approach, as this topic has sociological, economic, psychological, pedagogical, legal and health aspects. Our aim is to show whether There is relevance between the phenomenon of precariate and labor market disadvantage and how individual insecurity factors affect a person’s presence in the labor market. How the uncertainties in the workplace appear in different regions and social groups by expanding the theoretical framework.According to Standing precariate is typical to low gualified people. But I would like to see if it also typical to highly qualifiled young graduates with favourable conditions.It is possible or worth looking for a way out of the precarious lifestyle (often caused by objective reasons) by combining and using management and education.Are there definite features in the subjective state of health of groups with classic precariate characteristics? Results The research results demonstrate that the precarious characteristics can be extended, they are multi-dimensional.The personal and regional risk factors of labor market exclusion can develop both in different regions and social groups. Precarized groups cannot be connected exclusively to disadvantaged social groups, my research has shown that precarious characteristics may also appear, and the process of precarization may also start among highly qualified people. Precariate is a kind of subjective and collective crisis. Its depth largely depends on the economic environment, the economic and social policy, and the strategy and cultural conditions of the region. The results show, that the subjective health of classical precar groups is worse than the others.