Réseau Thématique
Pluridisciplinaire (RTP)

Unit 1 - Educational inequality

Unit 1 of the MTN brings together researchers from various disciplines who are interested in the issue of educational inequality in the broadest sense. This question does not boil down to social or school inequalities but is part of a broader educational process that takes place in formal (e.g., school) and informal (e.g., in the family, among peers, or in leisure) settings. This issue is approached by crossing the perspectives of different disciplines (sociology, language sciences, developmental psychology, neurosciences, cognitive psychology, economics, geography…). The nature of inequality, its causes, as well as the ways to reduce it are considered. The interest of this Unit is to bring together and federate researchers with very different theoretical and methodological approaches in order to come up with an enhanced approach taking in to account all aspects of inequalities by means of cross-viewpoints. The geographical, family and school environment, as well as biological determinants are all taken into consideration. The means necessary to reduce inequalities are assessed and questioned.

The Unit is the locus of research data sharing through regular exchanges, presentations of the results of meta-analyses and targeted studies, as well as day conferences where academics from different disciplines present research in their own field or interdisciplinary research. The notion of inequality is approached from an epistemological point of view.

In the start-up phase, the members of the Unit organized a day conference on the understanding of “educational inequalities” as a concept, viewed from the various disciplines represented at the conference. Following this event, the members of the Unit decided to change gears and approach the issue more from a “bridging” than a “bonding” viewpoint, which moreover is perfectly in line with the flagship mission of MTN, i.e., to foster interdisciplinary knowledge. Currently, our debates focus on the notion of crisis (health, migration, urban, climatic, geopolitical, political, economic, etc.) and its repercussions on educational inequalities. This is a more phenomenological than disciplinary stance, and the challenge will be to work together by favouring theoretical and methodological similarities, without necessarily losing sight of our respective disciplinary fields. We start from the observation that in recent years great societal changes have taken place, which have profoundly affected the roles of parents and children at school, the pedagogical contents, the way of teaching, the pedagogical relationship between teacher and student, and the teachers’ sense of professional efficiency. These changes necessarily have repercussions on inequalities and our purpose is to address this issue through an interdisciplinary approach.

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Unit 2 – Comparative educational policies (organisation and professions, tools, and evaluation)

Unit 3 – Pedagogical practices and devices: design, analysis, and assessment

Unit 4 – Theorising the links with school practices

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