Literatura académica sobre el tema "Inégalité d'accès à l'école"
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Artículos de revistas sobre el tema "Inégalité d'accès à l'école":
Elbaum, Mireille. "Justice sociale, inégalités, exclusion". Revue de l'OFCE 53, n.º 2 (1 de junio de 1995): 197–247. http://dx.doi.org/10.3917/reof.p1995.53n1.0197.
David, Olivier. "L'accueil des jeunes enfants. Concentration des équipements et inégalité d'accès aux services". Espace, populations, sociétés 17, n.º 3 (1999): 483–94. http://dx.doi.org/10.3406/espos.1999.1913.
Goldie, Peter D., Frances C. Hogan, Jill Gandhi y Erin E. O'Connor. "Early Absenteeism and Academic Outcomes: Evidence from a Longitudinal Study". Alberta Journal of Educational Research 70, n.º 1 (13 de marzo de 2024): 12–36. http://dx.doi.org/10.55016/ojs/ajer.v70i1.76497.
Sacristán, Ana Isabel, Marisol Santacruz Rodríguez, Maria de Lourdes Miranda Quintero, Homero Enríquez Ramírez y Sandra Evely Parada Rico. "Inégalités d'accès, de formation et d'utilisation des technologies numériques pour les mathématiques à l'école dans deux pays d'Amérique latine : la Colombie et le Mexique". Recherches en éducation, n.º 55 (1 de marzo de 2024). http://dx.doi.org/10.4000/ree.12552.
Vandenberghe, Vincent. "Numéro 23 - septembre 2004". Regards économiques, 12 de octubre de 2018. http://dx.doi.org/10.14428/regardseco.v1i0.16043.
Vandenberghe, Vincent. "Numéro 23 - septembre 2004". Regards économiques, 12 de octubre de 2018. http://dx.doi.org/10.14428/regardseco2004.09.01.
Stathopoulos, Nikolas. "Territorial Distribution of Supply and Spatial Coverage of the Paris Rail Transit Network : A Method for Assessing Urban Transit Networks Efficiency". Les Cahiers Scientifiques du Transport - Scientific Papers in Transportation 29 | 1994 (30 de junio de 1994). http://dx.doi.org/10.46298/cst.11939.
Tesis sobre el tema "Inégalité d'accès à l'école":
Onokoko, Okitongombe François. "L'éducation des enfants et des jeunes du Sankuru à l'épreuve des inégalités de la République Démocratique du Congo". Electronic Thesis or Diss., Université Côte d'Azur, 2022. http://www.theses.fr/2022COAZ2024.
Inequalities in the schooling of children (6-12 years old) and young people (12-15 years old) are usually noticed in many societies worldwide has been particularly known in the Democratic Republic of Congo (DRC) for many years. Access to education is a subject of debate and discussion among decision-makers, researchers and national or international bodies and is far from being applied to all children in the World. It is even less so in Sankuru, which is our area of research. A combination of factors makes it possible to explain and understand the paradox of maintaining inequalities in access and in the conditions of schooling of children in a context of expansion of primary and secondary education in Sankuru: the lack of public schools, the inequal implementation of the principle of free education, the lack of financial, material and human resources. The relationship between public and educational policies in the Sankuru province is crucial. Our diverse sample composed of schools and individuals (students, parents, educational staff, policy makers, farmers, trades people and shopkeepers) allowed us to conduct interviews and field observation. The analysis of the data collected from the field allowed us to observe inequalities resulting from discriminatory policies implemented by the public authorities, of which some families and children are victims. Symbolic (cultural) violence within the family is also shown, explaining the disparity in access to school between girls and boys
Joigneaux, Christophe. "Des processus de différenciation dès l'école maternelle : historicités plurielles et inégalité scolaire". Paris 8, 2009. http://www.theses.fr/2009PA083607.
Almost 40 years ago, statistical studies have been arguing that pre-schooling tends to reduce future failure risks at school without reducing social inequalities related to schooling. The aim of this thesis is to analyse the processes of differentiation related to schooling which are underlying this double fact. To this aim, we have tried to analyse the theoretical schemes existing concerning school failure and « scholar form » in the Sociology of education researches. We attempted to understand how a multiplicity of histories are intertwined in the processes of differentiation, namely pupils’ familial histories embodied in predispositions, curricular histories embodied in taught and required knowledge, materials’ histories embodied in action plans or pedagogical supports, and classes’ histories embodied in habits and reciprocal perceptions. This led us to cross a corpus of institutional and professional texts (ministerial texts, books and reviews concerning pre-school) published since the beginning of the 19th century with qualitative data collected during one year in two classes of the upper level of preschool. This research enabled us to better understand how the difficulties faced in preschool as well as in follow-up schooling by pupils from lower classes backgrounds are mainly due to the scriptural nature of exercises and action plans combined with the way these exercises and action plans are “differentiated” by their teachers depending on the status conferred to pupils in the classroom
Leyle, David. "Bien-être et inégalité en Guinée Maritime : une question d'accès : un système d'information pour le développement". Bordeaux 3, 2010. https://tel.archives-ouvertes.fr/tel-00466522.
Built from an experience in a research-action program in Coastal Guinea, the present work highlights the need to update the classic and macroeconomic measures of human development, on which the development policies base their actions led in African rural areas. A geo-historical analysis brings to light the contemporary acceleration of the geographical, economic, political and social changes: the connection of studied societies to a globalized world increases with the monetarization of exchanges and so their vulnerability in front of the prices instability. On a local scale, among villages, the lack of well-being (poverty) and the increase of the economic disparities show that the households do not work in a satisfactory way in the everyday life: their access to the resources, the markets and the public services are recurring problems. The construction of “autochtonous” indicators of accessibility, based on qualitative and quantitative methods, allows reporting difficulties of access for the households and the village communities they belong to in order to achieve their functioning. On the one hand, these indicators concern the implementation of the necessary mobilities and thus the construction of circulation spaces in several scales. On the other hand, they underline a low access to resources which is insufficient to improve their level, their living conditions and their social functioning. Finally, all these indicators of accessibility represent good indicators to report well-being, economic and social changes, as well as disparities and social functioning
Casassus, Juan. "L'école et les inégalités en Amérique latine". Paris 5, 2003. http://www.theses.fr/2003PA05H025.
Independently of the forces which are transmitted by the social structure, it is within the educational system where we find the processes which generate social differentiation, and consequently can amplify or reduce the possibilities of social mobility. These processes are the result of interactions. The differentiation which leads to a social mobility, ascending or downward, is consequently strongly inflenced by these interactions. A school that favors social mobility is, therefore characterized by the adequate modulation of these interactions. However certain types of interaction have an influence larger than the others in the process of differentiation. The principal one is the relation between the professor and the students, among the students themselves and the environment that is favorable to learning. In the last instance, the quality of the bond between the teacher and the students and between students themselves, determines the quality of achievement
Crepon, Philippe. "La réduction des inégalités spatiales d'accès aux soins confrontés aux théories de la justice sociale". Paris 1, 1998. http://www.theses.fr/1998PA010039.
The social justice theories collation with health care expenditure regulation mechanisms involves methodological choices relative to the construction of a model explaining consumption. In a society characterized by the development of exclusion and by a kind of duality, which is the most adapted justice theory to account for most of the regulation perverse effects used until now? The local allocation of ressouces is based on the theoretical and effective consumption levels comparison. The construction of a theoretical level requires in regard to the chosen justice theory, to define a hierarchical order in the factors insertion and to precise the characteristics of the consumption explanatory factors according to some social protection conception : + are they merely relevant or also legitimate ? ;. A change process of the indicators that are coupled with the illegitimate factors has to be carried out in order to remove the perverse effects they generate (savings). The econometrics development shows how decisive the public sector is to face care inadequacy risks. It also shows that changes in behaviour that are brought about this process may indeed reduce over consumption practices but have no effect on under consumption ones and that it is rather difficult to say whether the process reduce or not inequalities. In this prospect, it can be useful to turn to the care function supply to make regional synthesis that point out likely expenditure inflation or inadequacy care areas
Netter, Julien. "La division du travail scolaire : segmentation, solidarité et inégalités dans l'école primaire contemporaine". Electronic Thesis or Diss., Paris 8, 2015. http://www.theses.fr/2015PA080106.
This thesis is based on a sociological survey with an ethnological methodology carried out within a sample of seven Parisian primary schools socially diversified. It aims at explaining the persistence of a social reproduction scheme in spite of numerous changes that occurred in primary schools since the 50’s. School is indeed now « open » to heterogeneous activities taken in charge by various stakeholders sometimes led by different logics. The concept of “transparent curriculum” is brought up to sustain the analysis. It refers to the way this “mosaic school” expects children to convert the prescriptions into activities. At this point, two processes are at stake: first is the synthesis of heterogeneous experiences that allows children to take benefit of an activity performed within very different contexts. Other consists in translating one logic into another, thus enabling the comparison between these activities. On the one hand, some children manage to perceive the discipline’s roots of thematic projects or the hidden knowledge at work in recreational activities, thus generating a “solidarity” that makes sense in the school division of work. On the other hand, other children keep the different logics apart, tending to focus, in the classroom, on tasks rather than on activities and acting as if there were no scholar benefit to be taken from the activities outside the classroom. The thesis thus gives a picture of a school which, in spite of its official will, gives up with part of the children, keeping up the contemporary risk of a social cohesion breakdown
Minassian, Laure. "Des formes scolaires différenciées : unification de l'école ou réseaux de scolarisation ? : l'exemple de l'enseignement professionnel agricole". Paris 8, 2013. http://www.theses.fr/2013PA084029.
In their book "L’école capitaliste en France", Baudelot and Establet put in evidence the existence of two systems of education and showed how they conducted to perpetuate social inequalities. More than 40 years after their works, institutional unification doesn’t cancel them. We study their persistence at the same level of education, for the same degree, through two agricultural training institutions (Maisons Familiales Rurale vs Frères de l’Instruction Chrétienne de Ploërmel) chosen for their contrasts. Agricultural éducation is a case study because it has historically registered pupils in primary- professional or secondary-higher school depending on their social class (Decree 1848). Agricultural training is the teaching that was marked by a division in law. This specificity makes it an ideal place to study the genealogical assumption of permanence of division, although more euphemistic, and inequality they generate. The schooling division is worked from notions of "porosity" and "separation"(Bernstein, 2007) - between the school and what is commonly thought of external of it - in training forms, literacies and discourses that pupils face. Oral and written language productions pupils show dimensions that combine and conduct to inequality. Because of agricultural training summarizes general trends in education system, analyzes we produce are also a proposal for the analysis of other classes to other levels of education
Netter, Julien. "La division du travail scolaire : segmentation, solidarité et inégalités dans l'école primaire contemporaine". Thesis, Paris 8, 2015. http://www.theses.fr/2015PA080106.
This thesis is based on a sociological survey with an ethnological methodology carried out within a sample of seven Parisian primary schools socially diversified. It aims at explaining the persistence of a social reproduction scheme in spite of numerous changes that occurred in primary schools since the 50’s. School is indeed now « open » to heterogeneous activities taken in charge by various stakeholders sometimes led by different logics. The concept of “transparent curriculum” is brought up to sustain the analysis. It refers to the way this “mosaic school” expects children to convert the prescriptions into activities. At this point, two processes are at stake: first is the synthesis of heterogeneous experiences that allows children to take benefit of an activity performed within very different contexts. Other consists in translating one logic into another, thus enabling the comparison between these activities. On the one hand, some children manage to perceive the discipline’s roots of thematic projects or the hidden knowledge at work in recreational activities, thus generating a “solidarity” that makes sense in the school division of work. On the other hand, other children keep the different logics apart, tending to focus, in the classroom, on tasks rather than on activities and acting as if there were no scholar benefit to be taken from the activities outside the classroom. The thesis thus gives a picture of a school which, in spite of its official will, gives up with part of the children, keeping up the contemporary risk of a social cohesion breakdown
Suchaut, Bruno. "Regards croisés sur l'école primaire française : éléments d'évaluation macro et micro". Habilitation à diriger des recherches, Université de Bourgogne, 2007. http://tel.archives-ouvertes.fr/tel-00199857.
Andrada, Myrian. "Les effets du choix de l'école selon la nature du dispositif mis en oeuvre : une approche comparative en terme d'équité". Dijon, 2007. http://www.theses.fr/2007DIJOL007.
Following the studies that showed that the effects of school choice mechanisms could strongly vary according to the nature of these mechanisms, this doctoral thesis analyses the implications derived from the regulations and the implementation of school choice programs at the level of the redistribution of the social good education. We do a systematic empirical assessment of four school choice programs (London, Amsterdam, Paris and Buenos Aires) with the help of several methodological tools. On the one hand, a theoretical model of the effects of school choice on equity is built from liberal-egalitarian principles in education and empirical investigations. On the other hand, an analysis of effects is carried. The investigation shows that school choice is able to increase certain inequalities but that reforms aiming to enlarge school choice
Libros sobre el tema "Inégalité d'accès à l'école":
l'enfance, Observatoire de. Les Oubliés de l'école. Hachette Education, 2003.
Informes sobre el tema "Inégalité d'accès à l'école":
Belzil, Christian, Jörgen Hansen y Xingfei Liu. The evolution of inequality in education - Trajectories and graduation outcomes in the US. CIRANO, junio de 2022. http://dx.doi.org/10.54932/qxsu8178.