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Institut de psychologie et éducation
Organisation mère
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Courriel
Téléphone
+ 41 32 718 18 56
Fax
+ 41 32 718 18 51
Rue
Espace Louis-Agassiz 1
Code postal
2000
Ville
Neuchâtel
Pays
CH
Type d'institution
Academic Institute
Identifiants
1778 Résultats
Voici les éléments 1 - 10 sur 1778
- PublicationMétadonnées seulement
- PublicationAccès libreConnaissances mathématiques à l'école primaire: Bilan des acquisitions en fin de 3ème annéeL'ouvrage présente les données recueillies relatives à l'apprentissage mathématique des élèves de 8-9 ans. Ce travail s'inscrit dans le prolongement des diverses recherches évaluatives conduites à l'IRDP depuis 1975, recherches dont le lecteur trouvera une présentation d'ensemble dans le volume introductif (Perret 1986).
- PublicationMétadonnées seulement
- PublicationAccès libre
- PublicationMétadonnées seulement
- PublicationAccès libreChangements technologiques, décisions politiques et identités professionnelles des apprentis(S.R.E.D. (Service de la Recherche en Education), 1999)
; - PublicationAccès libreArgumentation in the Piagetian clinical interview: A step further in dialogism(2011)
; - PublicationAccès libreLes différences sociales dans les épreuves opératoires de Piaget : apport d'une analyse psychosociale de la situation de test(1986)
- PublicationAccès libreEducation in refugee camp contexts : Making School on the Margins of the Nation-StatesThe delivery of education in refugee camps has become a key component of humanitarian programs. Since the late 1980s, camps have become the dominant way through which refugee movements are managed around the world (Agier, 2014). Children, the perfect embodiment of the innocent victim, are particularly targeted by humanitarian aid. When refugee situations become protracted and the temporary permanent, their learning structures tend to become actual schools made of an administration, a teaching staff, and a curriculum. Generally funded and coordinated by the United Nations High Commissioner for Refugees (UNHCR), these camp schools contribute today to the schooling of almost 3,5 million refugee children (United Nations High Commissioner for Refugees, 2019a). Going beyond an idealized vision of education as a “basic human right” and an instrument of “protection,” this article looks at the ways in which humanitarian aid contributes to establishing the school norm in the margins of the Nation-States while at the same time being closely intertwined with the politics of controlling human mobility. Based on the case studies of schools in two Congolese refugee camps (in Tanzania and Rwanda), we explore which registers of legitimization and understandings of the child they are built on; how they are governed and negotiated on a daily basis by multiple actors; and how they are perceived by the students. What emerges from this analysis is a variety of tensions that characterize the dynamics of these schools: they simultaneously include their students in and exclude them from the dominant social order; they victimize them at the same time as they project them as future citizens, and they (re)produce the conditions of their confinement while creating opportunities for certain socio-spatial mobilities