Littérature scientifique sur le sujet « Vichy (France) – Cultural policy »
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Articles de revues sur le sujet "Vichy (France) – Cultural policy"
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Carrier, Peter. "Vichy France." Modern & Contemporary France 2, no. 3 (1994): 321–24. http://dx.doi.org/10.1080/09639489408456192.
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Keith, Charles. "Vietnamese Collaborationism in Vichy France." Journal of Asian Studies 76, no. 4 (2017): 987–1008. http://dx.doi.org/10.1017/s0021911817000791.
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During the Second World War, a small group of Vietnamese émigrés in Vichy France drew powerful inspiration from the ideological and material possibilities of the Nazi occupation. Their history reveals the colonial dimensions of a process of collaboration too often cast as solely European. It also sheds light on the transnational migrations and intellectual circulations that made European experiences an important part of Asian wartime political choices. Finally, their myriad trajectories after the war are a powerful example of the ideological reconfigurations and reversals of Asian politics during decolonization.
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Shields, James G. "Antisemitism in France: The spectre of vichy." Patterns of Prejudice 24, no. 2-4 (1990): 5–17. http://dx.doi.org/10.1080/0031322x.1990.9970048.
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Nahum, Henri. "L'éviction des médecins juifs dans la France de Vichy." Archives Juives 41, no. 1 (2008): 41. http://dx.doi.org/10.3917/aj.411.0041.
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Nord, P. "Pierre Schaeffer and Jeune France: Cultural Politics in the Vichy Years." French Historical Studies 30, no. 4 (2007): 685–709. http://dx.doi.org/10.1215/00161071-2007-012.
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Norton, Mason. "From Victory to Vichy: Veterans in Inter-War France." Modern & Contemporary France 21, no. 3 (2013): 404–6. http://dx.doi.org/10.1080/09639489.2013.803047.
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Hellman, John. "Monasteries, Miliciens, War Criminals: Vichy France/Quebec, 1940-50." Journal of Contemporary History 32, no. 4 (1997): 539–54. http://dx.doi.org/10.1177/002200949703200408.
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McDonnell, Hugh. "FRANÇOIS MITTERRAND AND THE GRAY ZONE OF VICHY." French Politics, Culture & Society 37, no. 2 (2019): 87–109. http://dx.doi.org/10.3167/fpcs.2019.370204.
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This article examines the 1994–1995 controversy surrounding President François Mitterrand’s past involvement with Vichy France through the concept of “the gray zone.” Differing from Primo Levi’s gray zone, it refers here to the language that emerged in France to account for the previously neglected complicity of bystanders and beneficiaries and the indirect facilitation of the injustices of the Vichy regime. The affair serves as a site for exploring the nuances and inflections of this concept of the gray zone—both in the way it was used to indict those accused of complicity with Vichy, and as a means for those, like Mitterrand, who defended themselves by using the language of grayness. Paying attention to these invocations of the gray zone at this historical conjuncture allows us to understand the logic and stakes of both the criticisms of Mitterrand and his responses to them, particularly in terms of contemporaneous understandings of republicanism and human rights.
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Andrews, Naomi J., Simon Jackson, Jessica Wardhaugh, et al. "Book Reviews." French Politics, Culture & Society 37, no. 3 (2019): 123–57. http://dx.doi.org/10.3167/fpcs.2019.370307.
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Silyane Larcher, L’Autre Citoyen: L’idéal républicain et les Antilles après l’esclavage (Paris: Armand Colin, 2014).Elizabeth Heath, Wine, Sugar, and the Making of Modern France: Global Economic Crisis and the Racialization of French Citizenship, 1870–1910 (Cambridge: Cambridge University Press, 2014).Rebecca Scales, Radio and the Politics of Sound in Interwar France, 1921–1939 (Cambridge: Cambridge University Press, 2016).Claire Zalc, Dénaturalisés: Les retraits de nationalité sous Vichy (Paris: Éditions du Seuil, 2016).Bertram M. Gordon, War Tourism: Second World War France from Defeat and Occupation to the Creation of Heritage (Ithaca: Cornell University Press, 2018).Shannon L. Fogg, Stealing Home: Looting, Restitution, and Reconstructing Jewish Lives in France, 1942–1947 (Oxford: Oxford University Press, 2017).Sarah Fishman, From Vichy to the Sexual Revolution: Gender and Family Life in Postwar France (New York: Oxford University Press, 2017).Frederick Cooper, Citizenship between Empire and Nation: Remaking France and French Africa, 1945–1960 (Princeton: Princeton University Press, 2014).Jessica Lynne Pearson, The Colonial Politics of Global Health: France and the United Nations in Postwar Africa (Cambridge, MA: Harvard University Press, 2018). Darcie Fontaine, Decolonizing Christianity: Religion and the End of Empire in France and Algeria (New York: Cambridge University Press, 2016).
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Campbell, Caroline. "National Regeneration in Vichy France: Ideas and Policies, 1930–1944." Modern & Contemporary France 21, no. 2 (2013): 250–51. http://dx.doi.org/10.1080/09639489.2013.776318.
Texte intégralThèses sur le sujet "Vichy (France) – Cultural policy"
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Bernstein, Martha E. "U.S. cultural policy in France, 1945 to 1958." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0015/NQ39723.pdf.
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Mioni, Michele. "Towards a New “Social Pact” : World War II and Social Policy in Great Britain, Italy and Vichy France." Thesis, Paris 1, 2018. http://www.theses.fr/2018PA01H031.
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Cette thèse concerne les politiques sociales en Grande-Bretagne, dans l'État français, ainsi que dans l'Italie fasciste pendant la Deuxième guerre mondiale. Mon approche ne se borne pas aux années de guerre. Il tient en compte la dépendance des précédentes politiques dans les trois Pays, et elle est ouverte aux développements de l'après-guerre. J'ai réparti ce travail en trois parties, en poursuivant des critères méthodologiques et thématiques. Dans la première partie, j'ai donné un aperçu des politiques sociales dans les trois Pays de la fin du 19e siècle jusqu'au déclenchement de la guerre. Dans cette section, j'ai analysé la nature incrémentielle des politiques sociales, en retraçant les héritages en matière de politique sociale dans chaque Pays. De toute manière, les autres deuxième et troisièmes parties constituent le cœur de la recherche. La deuxième partie est une analyse comparée des politiques mises en place pendant la guerre, ainsi que des projets formulés pour l'après-guerre. Elle est divisée en trois chapitres qui correspondent à chaque Pays examiné, avec un chapitre conclusif où les résultats de la recherche sont croisés, afin de renforcer la compréhension comparative du sujet. La troisième partie porte sur un examen comparé/transnational de l'exploitation politique des reformes sociales. D'un côté, la politique sociale a été utilisée pour renforcer le front intérieur gagner le consensus. De l'autre côté, la diffusion des informations et de la propagande sur les projets de réforme pour l'après-guerre devait jouer le rôle primaire dans la reconstruction des relations internationales après la guerre<br>My dissertation concerns the social politics in Great Britain, in the Vichy regime, and in Fascist Italy during World War II. My approach to the topic, however, is not narrowly limited to the war years. It takes into account the path dependence of the previous policies in the three countries, and is open to the further developments of the immediate postwar years. I split my work in three parts, according to methodological and thematic criteria. ln a first part, I provided the overview of the social politics enacted in the three countries from the end of the 19th Century to the outbreak of the war. ln this section, I captured the incremental nature of the social policies, also retracing the specific policy legacy in each country. The very cure of my research, however, dwells in the other two parts. ln section two, I carried out a comparative analysis of the policies implemented during the war, and the draft projects for after the war. This section is split in three chapters, where I scrutinized the social politics in each country, and a conclusive chapter where I crossed the results of my investigation, strengthening its comparative aspects. The third part is a comparative/transnational exploration on the political use of social policy. On the one hand, social policy was exploited to strengthen the home front and gamer domestic political consensus. On the other, the dissemination of information and the propaganda of the postwar social project was also expected to play a not secondary role in the resettlement of the international relations after the war
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Strode, Louise. "Language, cultural policy and national identity in France, 1989-97." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/7187.
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The French State, and political elites operating within it, have a long tradition of involvement in the production, management and even the control of language and culture. This has been - and remains - important in terms of the construction and definition of a State-led model of French identity. Against this background, the present thesis examines conceptions of French identity held by political elites, the agents of the State, in relation to language and cultural issues prominent on the policy-making agenda in the 1990s. The thesis specifically considers the possibility that elite visions of identity may be changing under the influence both of new approaches to French cultural policy-making introduced from the 1980s by the Socialists, and specifically the Ministry of Culture led by Jack Lang, and of a series of potentially destabilising challenges to French models of cultural policy and identity which have been debated in the 1990s. In order to examine these issues, the thesis takes three case studies, focusing on political debates in the public arena surrounding a number of language and cultural policy issues which have been perceived as symbols of French identity. The regulation and promotion of the French language, audiovisual broadcasting policy and the Internet are selected as case study areas, which reveal these perceptions, and point to anxieties about identity in the debates which surround them. Thus these debates are used as a means of reexamining contemporary elite perceptions of French identity. This examination is carried out through the close reading of contributions to the debates, made by political figures of significance in each case study area. The term 'political elites' is used in the sense of Pareto's definition (1935, in Parry, 1969, pp. 34,46) of the elite as a 'governing elite', composed of all political 'influentials', whether or not they act for the State, as part of a government, or indirectly as part of the wider polity, in opposition. The cases tudiesd emonstrateth at elite conceptions of identity in France of the 1990s, whilst disturbed by contemporary challenges to French cultural policy-making, did not change in any fundamental way. Instead, they illustrated a reversion to traditional, rigid conceptions of identity, rather than the welcoming of more dynamic and hybrid ones.
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Devigne, Matthieu. "Classe de guerre : Une histoire de l’École entre Vichy et République, 1938-1948." Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040145.
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Cette thèse porte sur l’histoire de l’École primaire ‒ ou premier degré ‒ au cours de la décennie centrale du XXe siècle. Y sont analysés les processus décisionnels de la politique scolaire au niveau de l’administration ministérielle et académique, ainsi que l’exercice quotidien des prescriptions scolaires sur le terrain des écoles, grâce au recours à de nombreux éclairages monographiques. La première partie de l’étude s’attache à démêler les divers aspects de la politique scolaire de l’État français à l’aide d’analyses quantitatives originales, et en prenant appui principalement sur le point de vue des acteurs en charge de son application : hauts fonctionnaires du ministère, inspecteurs d’académie, jusqu’aux enseignants eux-mêmes. Une seconde partie propose un portrait du fonctionnement logistique quotidien des écoles primaires du pays dans le contexte de la guerre et de l’Occupation. Enfin, la troisième partie décrit le rétablissement de l’École républicaine sur le territoire et les multiples défis idéologiques, pédagogiques et matériels, auxquels est confrontée l’institution scolaire. S’appuyant sur un grand nombre d’archives publiques et privées inédit, cette thèse aboutit ainsi à renouveler le regard historiographique posée sur l’histoire scolaire de cette période. En effet, la décennie guerrière des années 1940 a vu éclore des réformes et des réflexions qui en font un temps d’expériences et d’apprentissages intenses pour la génération des acteurs appelés à forger l’École du second XXe siècle. C’est en ce sens que l’on qualifiera ce moment historique de véritable « classe de guerre »<br>This thesis focuses on the history of French elementary school in the middle decade of the twentieth century. School policy is analyzed through the decisions of ministerial and academic administrations along with its daily enforcement in classes, exemplified by numerous monographs of interest. First, the study attempts to untangle the various aspects of school policy under the French State, relying mainly on the words of its enforcers: ministerial officials, schools inspectors and, of course, teachers. It exposes quantitative investigations on the repressive impact of the regime and on the unprecedented financial public support for free education, in addition to a detailed analysis of the Vichy educational reforms. It then depicts the everyday life of primary schools in the context of war and Occupation. The third part chronicles the restoration of republican school over the national territory, and emphasizes the multiple ideological, educational and material challenges it had to face. Based on a large number of original archives, both private and public, this thesis leads to reevaluate the historiographical standpoint on the history of school of this time. Indeed, the 1940s gave birth to reforms and reflections that made this decade of war a time for experiments and intense learning for the generation of professionals who were to shape the school of the second part of the century. It is in this sense that this historical moment may be called a “war class”
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Eling, Kim Tobias. "The politics of cultural policy in France : government professionals and networks, 1981-1993." Thesis, London School of Economics and Political Science (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263268.
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Besançon, Maud. "Collèges, lycées et université en Franche-Comté au cœur des grandes mutations de l’éducation au milieu du XXème siècle : Ruptures, renouveau et continuités (1938-1947)." Thesis, Bourgogne Franche-Comté, 2020. http://www.theses.fr/2020UBFCA021.
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Les études historiques sur Vichy et l’Occupation allemande ont accordé très peu d’intérêt au système éducatif français et à ses acteurs. Pourtant, cette époque est souvent présentée comme un moment de bouleversements majeurs pour la société française : du côté du régime de Vichy, un nouveau projet de société en rupture avec la tradition républicaine du développement de l’éducation ; du côté de l’occupant, une politique de domination et de transformation idéologique de la France pour l’intégrer dans une Europe nazifiée. La réforme de l’enseignement (secondaire, professionnel et supérieur) et la jeunesse sont des éléments récurrents au cœur des discours du nouveau régime. En quoi a consisté la philosophie de cette réforme et comment a-t-elle été transformée en politique éducative ? Quelles ont été les perceptions, les réactions et les pratiques des acteurs de ce système ? Peut-on évaluer l’impact de cette politique ? Quelle importance accorder aux circonstances de la guerre et de l’Occupation qui ont créé une situation d’exception et provoqué la désorganisation du système ? Comment se sont combinés les éléments de rupture et de continuité avec la politique d’avant- guerre et d’après-guerre ? Comment a-t-on tenté de concilier la volonté politique et les contraintes extrêmes produites par l’événement ? Tel est le questionnement général qui est à l’origine de cette thèse.Afin de pouvoir cerner le phénomène au plus près de la réalité, une région a été choisie, la Franche-Comté, sur une période élargie allant de 1938 à 1947. Il s’agit d’examiner la manière dont les établissements scolaires d’enseignement secondaire, professionnel et supérieur de la région Franche-Comté ont évolué durant cette période critique et comment, durant cette période de basculement, s’est amorcée une mutation profonde du système éducatif. Ces établissements ont été confrontés à une double pression. Tout d’abord le contexte politique (la guerre, l’Occupation allemande et le régime de Vichy) : la proximité de la région avec l’Allemagne nazie en fait un espace stratégique dans la politique expansionniste allemande. Le poids de la guerre s’y fait particulièrement ressentir. Ensuite, la succession des réformes de l’éducation et de l’enseignement qui se multiplient dès l’avant-guerre sans parvenir à prendre corps dans la réalité institutionnelle. La Franche-Comté est une région importante dans l’application des réformes de l’éducation, car certains établissements scolaires ont été désignés comme pilotes pour la réforme de Jean Zay dans le sillage du Front populaire, mais aussi pour le plan Langevin-Wallon. Ce processus de réformation se poursuit bien après la Libération, porté par le programme de la Résistance et la volonté de reconstituer de nouvelles élites tout en amorçant une politique de démocratisation de l’accès à l’enseignement.L’objet de cette étude est donc d’appréhender à la fois l’évolution du quotidien éducatif franc-comtois d’une époque à l’autre, mais aussi de souligner les spécificités régionales dans l’organisation et la gestion des établissements scolaires et des enseignements dispensés aux élèves et aux étudiants, pour tenter de mesurer l’impact de ces politiques successives sur la société éducative<br>The historical studies undertaken on Vichy and the German Military Administration of occupied France give little attention to the French educational system and its actors. Nonetheless, this period has often been presented as a time of major upheavals for the French society, such as Vichy regime’s new project of society that breaks with the Republican tradition of education enhancement and the German occupiers’ policy of ideological control and transformation of France to integrate the country into a Nazified Europe. The (secondary, vocational and higher) education reform and the youth are both recurring topics in the new regime’ speeches. What was exactly the philosophy guiding this reform and how was it turned into an educational policy? What were the system actors’ perceptions, reactions and practices? Is it possible to measure the impact of this policy? What weight should we give to the circumstances of war and occupation that produced this exceptional situation and occasioned the disorganisation of the system? How did the elements of disruption and continuity combine with the pre-war and post-war policies? How was it intended to conciliate the political will with the extreme constraints linked to the war? This is the overall questioning that originated this thesis.In order to identify what happened while staying true to the facts, a region, the Franche- Comté, was selected for study over an extended period from 1938 to 1947. The purpose was to review how the secondary, vocational and higher education schools of Franche-Comté had evolved over a critical time and how, during this changeover period, was initiated a deep transformation of the education system. These institutions faced a double pressure. On one hand, there was the political context (the war, the German Military Administration and the Vichy regime). The proximity of the Nazified Germany with the region turned it into a strategic area within the German expansionary policy. The region was seriously affected by the war. On the other hand, the education and instruction reforms proliferated as of the pre-war era, failing at taking shape within the institutional reality. The Franche-Comté was an important region for the implementation of the education reforms as some schools were appointed pilots as part of the Jean Zay Reform supported by the French Popular Front, and also within the framework of the Langevin-Wallon Plan. This reformation went on way after the liberation of France, carried by the French Resistance’s program and the will to train new elites while introducing an access to education democratization policy.The purpose of this study is thus to comprehend the evolution of the education daily life in Franche-Comté over different periods, while also highlighting the regional specificities with regards to the organisation and management of the schools and the education provided to the pupils and students, in order to measure the impact of the successive policies on the education society
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Estienne, Georgiana. "Les relations culturelles franco-roumaines dans l’entre-deux-guerres." Thesis, Paris 4, 2010. http://www.theses.fr/2010PA040208.
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Les deux décennies bornées par la Première et la Seconde Guerres mondiales furent une période particulièrement prospère pour les échanges culturels entre France et Roumanie. La situation politique et l’orientation diplomatique des deux pays concourent alors à renforcer les liens qui les unissent. La fin de la Première Guerre mondiale est marquée par l’achèvement du processus d’union nationale en Roumanie, et la création d’une entité territoriale élargie : la Grande Roumanie. Au même moment, la France, principal allié de la Roumanie, s’impose au cœur de la politique continentale. Entre les deux pays, des relations culturelles qui remontent à la fin du XVIIIe siècle s’intensifient, pour atteindre leur apogée avant la Seconde Guerre mondiale. Ces relations reposent tout à la fois sur des initiatives personnelles, institutionnelles et étatiques, et bénéficient fortement du resserrement des relations diplomatiques entre la France et la Roumanie. Soucieuses de développer leur influence, la France et la Roumanie financent considérablement leur activité culturelle. La France, tout particulièrement, développe une politique de rayonnement, et s’appuie pour cela sur une opinion publique roumaine gagnée depuis longtemps à la francophilie ; dans un même temps, la présence roumaine s’affirme à Paris : la ville attire écrivains et artistes roumains. Fondée sur la lecture et l’analyse d’un ensemble de sources archivistiques disponibles (archives nationales, archives diplomatiques, archives privées, en France et en Roumanie), notre étude vise à restituer l’intensité et la densité des échanges culturels entre la France et la Roumanie pendant l’entre-deux guerres<br>The two decades between the First and the Second World Wars were a thriving period for the cultural exchanges between France and Romania. The political situation and the diplomatic orientation of the two countries converged in reinforcing the ties between them. The end of the First World War was marked by the completion of the national unification process in Romania and the creation of a larger territorial entity: the Great Romania. Meanwhile, France, Romania’s main ally, imposed itself in the centre of the continental politics. Started at the end of the 18th century, the cultural relations between the two countries intensified and reached a peak before the Second World War. These relations were built on personal, institutional as well as on State initiatives and they highly benefited from the tightening of the political relations between France and Romania. Concerned about developing their influence, France and Romania financially backed their cultural activity. France, in particular, developed a policy of rayonnement that was supported by the public opinion long drawn to francophilia. Meanwhile, the Romanian presence became more important in Paris: the city attracted Romanian writers and artists. Based on the reading and analysis of the body of the available sources (national archives, diplomatic archives, private archives in both France and Romania), our study aims at reconstituting the intensity and density of the cultural exchanges between France and Romania during the inter-war period
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El, Baker Lina. "L'Institut du monde arabe : une institution culturelle au carrefour des récits." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28267.
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This thesis is a case study of a cultural institution located in Paris, France, namely the Arab World Institute. It strives to identify the various political and ideological discourses that manifest themselves throughout the Institute's history. The Institute's mission is to bridge the two cultures, Arab and European. It is a particularly interesting case study because of its problematic status which lies somewhere between the imperatives of local policies and those inherent to the international arena.<br>The first chapter is a presentation of the institute, its history and its mission. It also dwells upon the local French political scene and the relations between France and the Arab world. It also offers a brief overview of the political and social realities of the Arab world.<br>Chapter two is an introduction to the particularities of the French cultural landscape. It looks at the historical and social movement towards the democratization of culture, specifically through the transformation of the museum and of cultural institutions as a whole.<br>Chapter three aims at identifying the repercussions of the French cultural policies on the Institute's functioning. The perceived failure of these policies is confronted with the official discourse surrounding the Institute.<br>Chapter four is a mapping of the different discourses that manifest themselves through the Institute. The multiplicity of the discourses and the discrepancies of their proclaimed objectives are understood to be at the source of the malfunctioning of the Institute.<br>This thesis does not attempt at finding solutions to the many problems of the Arab World Institute. It is rather an excavation work that aims at bringing forth some of the issues that could be explored while attempting at finding a resolution to the ailments of the Institute.
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Grabowski, Camille. "L'éducation artistique dans le système scolaire français de 1968 à 2000." Thesis, Paris, Institut d'études politiques, 2013. http://www.theses.fr/2013IEPP0059/document.
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Dans les années d’après-guerre entrent en ligne de compte des données démographiques et économiques nouvelles qui font évoluer la société française et lui imposent d’adapter son système éducatif, de décloisonner les disciplines et de favoriser l’interdisciplinarité. Seule l’école peut vaincre le déterminisme social lié à la naissance. C’est le colloque d’Amiens (1968) qui pose les bases d’une réflexion qui a nourri toutes les avancées sur l’éducation artistique depuis. Les années 70 sont celles de la réforme pour l’Education nationale et celles de la réflexion et des premières expérimentations pour la Culture. Les années 80 marquent une réelle ouverture de l’école, que ce soit vers les établissements culturels, à l’intervention de partenaires extérieurs au milieu scolaire ou à de nouvelles matières. Ouverture, mais aussi compromis entre les acteurs. Le protocole d’accord d’avril 1983 signé entre le ministère de la Culture et celui de l’Education nationale et la loi sur les enseignements artistiques de 1988 ont cédé aux compromis. Dans les années 90, penser l’éducation artistique de manière globale et à l’échelle d’un territoire apparaît comme le meilleur moyen de faire travailler ensemble les écoles et les équipements culturels à l’échelle d’une ville, d’un département ou d’une région, de garantir un maillage parfait du territoire et donc d’atteindre à la démocratisation culturelle. Mais finalement s’impose surtout le constat d’un empilement quelque peu désordonné des dispositifs. Le plan Lang/Tasca qui doit se réaliser sur cinq ans à partir du 14 décembre 2000 ouvre un nouveau chapitre. Mais l’exécution de ce nouveau plan n’est pas garantie par sa décision<br>After the 2nd world war, the french society has to deal with new demographic and economic datas. It has to be taken into account by the french education system which should adapt, break down barriers between disciplines and promote intedisciplinary because just school can overcoming social determinism linked at birth. The Amiens’ symposium (1968) lays the foundation for reflection which fed all the thoughts about artistic education. The seventies see the amendment for School and first thinking and experimentations for Culture. Eighties tag an actual opening of school for cultural institutions, the mediation of external partners and new topics. Opening, but also agreement between all the characters. The protocole d’accord signed in April 1983 between ministry of culture and ministry of education and the law about arts education (1988) are the results of an agreement. In the nineties, thinking globally about arts education and on a territory scale seem to be the best way to make work together schools, cultural facilities and to ensure a perfect network coverage, and so to reach cultural democratisation. But actually, we observe a stack of messy contracts. The plan Lang/Tasca which should come true till december 14, 2000, opens a new chapter. But the achievement of that brand new plan is not insured by its decision
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Jing, Liyan. "L'institutionnalisation de la politique culturelle extérieure en Chine et en France : les rôles de l'Institut Confucius et de l'Alliance Française." Thesis, Strasbourg, 2019. https://publication-theses.unistra.fr/restreint/theses_doctorat/2019/JING_Liyan_2019_ED519.pdf.
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Cette thèse cherche à expliquer une politique : comment l’État chinois et l’État français mobilisent des institutions pour développer leur action publique culturelle extérieure dans un contexte de mondialisation. Portant sur une comparaison entre la Chine et la France, elle examine l’institutionnalisation des politiques culturelles chinoises et françaises selon un cadre analytique croisant trois approches théoriques (le néo-institutionnalisme historique, la sociologie de l’action publique et l’analyse du transfert de politique publique). Partant d’abord d’un regard socio-historique et néo-institutionnaliste, elle montre comment ont émergé des institutions et des modes d’intervention spécifique dans les deux pays à travers les siècles. Elle situe ensuite la dynamique des institutions culturelles (chinoises comme françaises) dans le contexte des transformations contemporaines de l’État et de l’action publique. Pour cela, elle analyse le rapport de l’État à la culture et à ces institutions, en mobilisant les catégories d’analyse d’une sociologie de l’État en recomposition. Après avoir montré comment les institutions culturelles s’ancrent à la fois dans une tradition historique et une dépendance au sentier, la thèse montre que les changements des modes d’intervention culturelle de l’État à l’échelle nationale impact aussi sur les modalités d’exportation de sa politique culturelle à l’échelle internationale. La théorie du transfert de politique publique permet alors de comprendre, en traitant les institutions culturelles comme des vecteurs de ce transfert institutionnel, la diffusion internationale des politiques culturelles via le rôle de l’Institut Confucius et de l’Alliance Française. La thèse démontre ainsi que les développements d’une politique culturelle extérieure doit être saisi comme un processus dynamique de co-construction entre l’État et ses institutions, à travers l’interaction d’une pluralité d’acteurs, soumis toutefois à une forme de gouvernement centralisé dans les deux pays. Cependant, les mécanismes de régulation de la politique culturelle, malgré des similitudes, diffèrent, non seulement en termes de trajectoires historiques, mais aussi de visions irréductibles de la politique culturelle, comme de stratégies d’internationalisation différente dans un contexte de mondialisation<br>This dissertation aims to explain a policy : how the Chinese and French States employ institutions to develop their foreign cultural policy in the context of globalization. Based on a comparison between China and France, this study has examined the institutionalization of their foreign cultural policy with an analytical framework which integrates three approaches (historical neo-institutionalism, public sociology, and analysis of policy transfer). Firstly, it illustrates how the institutions and specific mode of interference have emerged in China and in France during several centuries by using a socio-historical and neo-institutionalism perspective. It then locates the dynamics of cultural institutions of two countries in the context of contemporary transformations of the State and of the public policy. Therefore, it focuses on the relationship of State to culture and to these institutions, by employing the analytical categories of reengineering State sociology. When it has showed how the cultural institutions take their roots in an historical tradition as well as in a path dependence, this study illustrates that the internal change of the State cultural interventions also impact upon the modalities of international exportation of cultural policy. The theory of policy transfer can help to understand the international diffusion of cultural policy through the role of Confucius Institute and French Alliance, when those cultural institutions are considered as the driver of institutional transfer. Thus, this dissertation demonstrates that the development of a foreign cultural policy should be understand as a dynamic process of co-construction between the State and its institutions, through the interactions of a large range of actors who are subjected to a form of centralized government in the two countries. However, despite their similarities, the mechanisms for regulating cultural policy are different not only in terms of historical trajectories, but also in irreducible visions of cultural policy, as well as according to the different internationalization strategies in a context of globalization
Livres sur le sujet "Vichy (France) – Cultural policy"
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1939-, Rioux Jean-Pierre, and Institut d'histoire du temps présent (France), eds. Politiques et pratiques culturelles dans la France de Vichy. Centre national de la recherche scientifique, 1988.
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Centre national de la recherche scientifique (France). Groupement de recherche "Les entreprises françaises sous l'Occupation.", ed. Culture et médias sous l'Occupation: Des entreprises dans la France de Vichy. Éditions du CTHS, 2009.
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Eling, Kim. The Politics of Cultural Policy in France. Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333982365.
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Eling, Kim. The politics of cultural policy in France. St. Martin's Press, 1999.
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Reign of virtue: Mobilizing gender in Vichy France. The University of Chicago Press, 1998.
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Bokelmann, Elisabeth. Vichy contra Dritte Republik: Der Prozess von Riom 1942. Schöningh, 2006.
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d'évaluation, Council of Europe Council for Cultural Co-operation Programme européen. La politique culturelle de la France. La Documentation française, 1988.
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La victoire de la famille dans la France défaite: Vichy, 1940-1944. Flammarion, 2002.
Trouver le texte intégralChapitres de livres sur le sujet "Vichy (France) – Cultural policy"
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Eling, Kim. "Theatre Policy." In The Politics of Cultural Policy in France. Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333982365_5.
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Eling, Kim. "Film Policy." In The Politics of Cultural Policy in France. Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333982365_6.
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Eling, Kim. "Cultural Policy and Political Science." In The Politics of Cultural Policy in France. Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333982365_2.
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Eling, Kim. "Contemporary Music Policy." In The Politics of Cultural Policy in France. Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333982365_4.
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Eling, Kim. "Culture and the State in France." In The Politics of Cultural Policy in France. Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333982365_1.
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Lynch, Édouard. "9. Agricultural policy in Vichy France: modernity or an ‘allergy’ to fascism?" In Agriculture in the Age of Fascism. Brepols Publishers, 2014. http://dx.doi.org/10.1484/m.rurhe-eb.4.00010.
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Walkley, Sarah. "The Market Test: Assessing Cultural Policy and Cultural Diversity in France." In Cultural Diversity in the French Film Industry. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96923-7_7.
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Eling, Kim. "The Cité de la Musique." In The Politics of Cultural Policy in France. Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333982365_3.
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Eling, Kim. "Public Funding of Popular Music." In The Politics of Cultural Policy in France. Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333982365_7.
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Eling, Kim. "The Politics of Développement Culturel." In The Politics of Cultural Policy in France. Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780333982365_8.
Texte intégralActes de conférences sur le sujet "Vichy (France) – Cultural policy"
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Vrasmas, Ecaterina, and Traian Vrasmas. "DEVELOPING A EUROPEAN PROFESSIONAL’S NETWORK IN INCLUSIVE EDUCATION:E LEARNING PROCESS AND OUTCOMES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-063.
Texte intégralRésumé :
Title: Developing a European professional’s network in Inclusive Education: E learning process and outcomes Vrasmas, Ecaterina, University of Bucharest, Faculty of Psychology and Educational Sciences, Panduri Street No.90, Bucharest; Email: ecaterinavr@yahoo.com Vrasmas, Traian, Ovidius University Constanta, Faculty of Psychology and Educational Sciences, Bd. Mamaia Street No.124 Email: traianvrasmas@yahoo.com ABSTRACT The context The paper describes a European project focusing on using eLearning media, in order to establish is quite an actual trend establish a European network for professionals. It is a new and strong trend in education, particularly in inclusive education. Inclusive education is one of the highest challenges in the field of education, for all European countries. Each country had its own history, experiences, cultural conditions, its own approaches, opportunities and challenges but common work and values are needed. Short description A group of professionals from national associations in England, France, Island, Italy and Romania has decided, after the European Conference of Social inclusion (2008, Clairmond Ferrand, France) to act for the implementation of the conclusions from this conference. They have planned and started to build a network for inclusive education among those five national organizations. They planned and implemented a Leonardo project called “Partnership of professionals for inclusive education.” They implemented all the project working together, in order to share experiences and debate on which are the most relevant barriers in the European and each national context and find solutions to advance in inclusive education. Aside of the direct meetings, in each country, most of the project preparation and implementation was made via eLearning (email communication, site development, power point preparation and presentation, reporting on a European data base etc). The main objectives of the project were: - To built a web site of the project; - To work together for finding common barriers and solutions for inclusive education. The project has reached these objectives by using eLearning media. During the process and as a result of eLearning we have produced important outcomes: - A web site (http://inclusiveeducation-leonardo-professionals.blogs.apf.asso.fr,Utilisat eur: leo-nardoprofessionals, Mot de passe : leonardoprofessionals; - A list of barriers and facilitators of inclusive education; Additional outcomes were: - A Guide for professionals on inclusive education; - A lot of power point presentations, on international documents and policies on national educational policies and inclusive education history in each country, study cases and ex-periences, lessons learned in different visits. The project website was designed for all the partners and for all institutions dealing with educa-tion. It contains a glossary of inclusion, with the main concepts, in all five languages (English, French, Italian, Romanian and Icelandic). It describes the partners involved, some elements facili-tating the understanding of the European and international perspective on inclusive education, based on the experiences collected in the project, on the results and documents obtained. The list of barriers and facilitators of inclusive education is a synthesis of the professionals work and a result of several debates. After listing barriers and the facilitating factors, the elements which can be barriers and facilitators as well, the list contains the synthesis of the discussion from each country, on the topic of identification of particular aspects: defining inclusion, the major actors, the resources needed - just a few of the analyze points. The Guide for professionals has been developed by the project professionals, as a working tool, issued from the discussions during the school visits in the 5 countries, from the synthesis of analysis and of conclusions (from international sources) regarding inclusive educa-tion. It defines inclusion, suggests a set o principles, identifies solutions for the barriers, and offers concrete examples from each country, regarding policies, practices, cultures and values. It is an open and positive point of view. During the project more than 80 different power points presentation were produced, focusesd on in-ternational and national legislation, scientific arguments on inclusive education, each country policy and experiences. One of them is the Final slide show (album) 2009-2011. It contains photos which are presenting the countries that had participated (places, traditions, touristic attractions, art objects and towns architecture), as well as the "authors" involved in the project. The photos are proving the good collaboration during seminars, visits, during the attractive free time opportunities in each of the five countries. All these are posted on the website of the project, in order to become tools for inclusive education dissemination as eLearning instruments. Conclusions The process of eLearning using different media was vital during and for the success of this pro-ject. At the end it offered to all professionals participant the possibility to better understand the inclusion importance and issues and to promote a new perspective in education, via ongoing collaboration between professionals, cultures and experiences. Working in common for defining inclusive education in five national contexts and describing the barriers and solutions was very challenging. It was also necessary and rewording, in this moment of the European efforts for defending our common values.