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Journée d’étude – La loi de 2004, 20 après. La laïcité scolaire en débat, Université Lumière – Lyon 2, 13 mars 2024

Il y a vingt ans était adoptée la loi du 15 mars 2004 « encadrant, en application du principe de laïcité, le port de signes ou de tenues manifestant ostensiblement une appartenance religieuse dans les écoles, collèges et lycées publics ».

La présente journée d’étude se propose, dans une perspective pluri-disciplinaire, de revenir sur les enjeux de la loi du 15 mars 2004.

Continuer la lecture de « Journée d’étude – La loi de 2004, 20 après. La laïcité scolaire en débat, Université Lumière – Lyon 2, 13 mars 2024 »

Parution – “Architecture and School Space”, revue Historia y Memoria de la Educación, No. 13 (2021)

Introduction

http://revistas.uned.es/index.php/HMe/issue/view/1422

Special Issue

Historical Researches

Essays

Parution – Christopher Bischof, “Teaching Britain: Elementary Teachers and the State of the Everyday, 1846-1906”, Oxford, 2019

Teaching Britain examines teachers as key agents in the production of social knowledge. Teachers claimed intimate knowledge of everyday life among the poor and working class at home and non-white subjects abroad. They mobilized their knowledge in a wide range of mediums, from accounts of local happenings in their schools’ official log books to travel narratives based on summer trips around Britain and the wider world. Teachers also obsessively narrated and reflected on their own careers. Through these stories and the work they did every day, teachers imagined and helped to enact new models of professionalism, attitudes towards poverty and social mobility, ways of thinking about race and empire, and roles for the state. As highly visible agents of the state and beneficiaries of new state-funded opportunities, teachers also represented the largesse and the reach of the liberal state—but also the limits of both.