Universidade

One in five teachers abused online by parents and pupils, survey says

Guardian Unlimited: Education - Lun, 21/04/2014 - 06:00
Many teachers do not report abuse due to management failure in dealing with previous incidents, NASUWT study finds Continue reading...
Categorías: Educación, Universidade

#ibacktheboycott – students support the marking boycott

The University and Colleges Union (UCU) will decide in May whether or not to escalate its action as a marking boycott. To see NCAFC’s guide to how to help with the boycott, click here. Our staff have been left with no choice by university managers’ refusal to deal with their grievances, and by the aggressive response campaigners have received from their employers, including punitive pay deductions.  The marking boycott could be called off immediately if university managers agreed to fair pay through their organisation UCEA (the University and College Employers’ Association). So on your campus, you can support decent pay for staff and help stop the marking boycott by putting pressure on your Vice-Chancellor in solidarity with campus workers.

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Categorías: Universidade

Joint strikes by major teaching unions unlikely

Guardian Unlimited: Education - Dom, 20/04/2014 - 20:08
NUT and NASUWT take different stances on industrial action at their respective annual conferences Continue reading...
Categorías: Educación, Universidade

Teachers consider boycott over testing of four-year-olds

Guardian Unlimited: Education - Dom, 20/04/2014 - 18:48
National Union of Teachers conference debates motion criticising plan for 'baseline assessment' of literacy and numeracy Continue reading...
Categorías: Educación, Universidade

Non à un SMIC européen !

La Science au XXI Siècle - Dom, 20/04/2014 - 18:30

Le 20 avril 2014, l'affaire d'Aquilino Morelle, conseiller démissionnaire de François Hollande et jadis bras droit de Lionel Jospin, n'a pas cessé de faire des vagues. Jean-Marc Morandini rapporte « Bernard Accoyer (UMP) réclame l'audition par la commission des Affaires sociales de l'Assemblée d'Aquilino Morelle », alors que BFMTV écrit « Revue de presse: l'affaire Aquilino Morelle met à mal "la République exemplaire" ». Avec à la une le titre « Affaibli, François Hollande lie son destin à la baisse du chômage », Le Monde de dimanche-lundi ajoute « Le président tente de parer les effets désastreux de la démission d'Aquilino

Categorías: Universidade

Teachers complain about behaviour of Ofsted inspectors investigating 'plot'

Guardian Unlimited: Education - Dom, 20/04/2014 - 17:33
NUT's Birmingham executive says teachers were asked if they were homophobic and were told schools would be downgraded Continue reading...
Categorías: Educación, Universidade

Perspectives médiévales 35

Fabula - Dom, 20/04/2014 - 15:11
Pour ce nouveau numéro, Perspectives Médiévales a souhaité engager la réflexion sur les tendances actuelles de la pensée critique et de la recherche en médiévistique. Plusieurs axes ont été envisagés: la théorie littéraire, l'interdisciplinarité, la recherche à l'étranger.Les lecteurs trouveront des coups de projecteur qui n'ont aucune prétention à l'exhaustivité. Mais ce numéro espère apporter quelques pierres destinées à construire la réflexion dans un débat qui n'est malheureusement pas encore assez au cœur de notre réflexion sur notre discipline : quelles relations la médiévistique entretient-elle avec la théorie littéraire ?On trouvera dans cette publication des contributions qui brossent un passionnant panorama des rapports que la médiévistique a entretenu avec la théorie littéraire et de la façon dont elle s'est développée au XX e siècle (Patrick Moran et Alain Corbellari). Le développement récent des études de réception du fait littéraire médiéval vu au prisme du "médiévalisme" et de la "médiévalité" pose des questions cruciales d'ordre épistémologique que cernent avec acuité Michèle Gally et Vincent Ferré.Le point de vue de Mihaela Voicu et de Cătălina Gîrbea expose quant à lui une histoire de la médiévistique face aux vicissitudes politico-historiques d'un pays, la Roumanie, qui n'a jamais adbiqué sa passion pour l'étude du Moyen Âge.Marie Bouhaïk-Gironès et Estelle Doudet démontrent avec enthousiasme, précision et nuance l'apport d'une approche interdisciplinaire à notre connaissance du théâtre médiéval, non seulement genre littéraire, mais aussi pratique sociale et fait anthropologique. De même, Marion Uhlig apporte un éclairage essentiel sur la fécondité et les limites de la rencontre entre médiévistique et études post-coloniales, un domaine critique largement ignoré en France et largement frayé outre-atlantique.On trouvera enfin des contributions qui rouvrent les dossiers de champs critiques anciens et parfois délaissés pour discuter de leur actualité dans le champ littéraire médiéval : les approches junguienne (Leonardo Hincapié), griswardienne (Andrea Ghidoni) et l'anthropologie de Victor Turner (Teodoro Patera). Si l'on a pu parler à leur sujet d'effet de mode, quel bilan tirer de leur intérêt et de leur efficacité en terme d'analyse littéraire des dizaines d'années après leur élaboration ?
Categorías: Universidade

Calendrier

Sauvons l'université - Dom, 20/04/2014 - 15:07

28 avril : Séminaire « Politiques des sciences » - séance extraordinaire sur les COMUE
5 juin : Séminaire « Politiques des sciences » - séance 7
19 juin : Séminaire « Politiques des sciences » - séance 8

Lundi 28 avril 2014 Séminaire « Politiques des sciences » - séance extraordinaire

ÉCOLE DES HAUTES ÉTUDES EN SCIENCES SOCIALES

de 17 h à 21 h (salle Maurice et Denys Lombard, 96 bd Raspail)

« Les Communautés d'universités et d'établissements : quelles options ? »

Voir programme ici.

Jeudi 5 juin 2014 Séminaire « Politiques des sciences » - séance 7

ÉCOLE DES HAUTES ÉTUDES EN SCIENCES SOCIALES

de 17 h à 21 h (salle 7, 105 Bd Raspail)

« Qui gouverne la science ? »

Organisateurs : Francis Chateauraynaud, Joël Pothier, Christian Topalov, Sylvie Wolf

Jeudi 19 juin 2014 Séminaire « Politiques des sciences » - séance 8

ÉCOLE DES HAUTES ÉTUDES EN SCIENCES SOCIALES

de 17 h à 20 h (salle 1 au 105 Bd Raspail)

« Economie de la connaissance : quelles alternatives à partir des SHS ? »

Après la présentation des caractéristiques de cette économie (stratégie de Lisbonne...), la séance portera sur les mobilisations universitaires sur cette question et sur les alternatives, préconisées notamment par l'association Champ libre aux sciences sociales. Organisatrice : Martine Boudet. Invité : Willy Pelletier et d'autres (à préciser).

Categorías: Universidade

My parents didn't care about school, but my teachers inspired me to achieve

Guardian Unlimited: Education - Dom, 20/04/2014 - 07:00
'If you don't support students who have difficult home lives, you lose them.' Teacher Alicia McKeown discusses how her own education informed her teaching career Continue reading...
Categorías: Educación, Universidade

CCTV in classrooms turning teachers into lab rats, union warns

Guardian Unlimited: Education - Dom, 20/04/2014 - 00:01
Some 55% of teachers in CCTV classrooms say they're viewed by heads, while 41% say they're used to judge performance Continue reading...
Categorías: Educación, Universidade

Teachers vote on strike action at NUT conference as anger erupts

Guardian Unlimited: Education - Sáb, 19/04/2014 - 19:33
Education union's conference sees some members call for a more aggressive stance, against wishes of executive Continue reading...
Categorías: Educación, Universidade

Deltopia in Review, Part 2: Party Riot or Police Occupation?

Remaking the University - Sáb, 19/04/2014 - 18:35
Was Deltopia a riot that required a massive police response?  The KEYT news photo on the left (7th in the slideshow) shows the largest crowd near the police that I can find.  I'll discuss what they are actually doing a bit later.
In Part 1, I analyzed the rhetorical escalation of Deltopia 2014 into a riot. I described two different narratives about the event (my titles): (1) "Police Shut-Down of UCSB Deltopia Party Sparks Some Resistance"; and (2) "UCSB Deltopia Party Becomes Riot: Student Attacks on Police Continue for Hours." I argued that the Santa Barbara County Sheriff's Department had worked overtime to replace (1) with (2), the riot narrative, and that the media cooperated fully in making the riot the accepted story of what happened.

I also noted that this narrative has been operationalized as a formal request from the LEEDIR police information repository for civilian videos and photos during the "civil unrest" at Deltopia.  This request means, in effect, that the Sheriff's Department has designated Deltopia as a "large emergency event" like the Boston Marathon bombing for which LEEDIR was created.  As far as I can tell, anyone who attended Deltopia can wind up in this electronic data base, and have visual or audio recordings of them stored, scanned, analyzed, and put to use in ways that have not been explained.

What was it about Deltopia itself that could justify this extraordinary step? 
I was particularly interested in Sheriff Department Public Information Officer Kelly Hoover's Airtalk claim that "probably every sheriff's deputy I talked to that was out there was hit with something," which suggested many or even scores of police injuries. The Department information page identified six police injuries, while noting that "26 people were transported to area hospitals." This week, I asked various journalists whether they had updated information about the police injuries. Giuseppe Ricapito, author of The Bottom Line's front page articles, replied as follows:
I called SB Sheriff PIO Kelly Hoover to clarify some information regarding violence during the civil unrest. The only direct violence between a [civilian] and officer was the "powder keg" for the whole civil unrest, when (17 year old) Desmond Edwards struck the officer in the head with his backpack filled with alcohol containers. She did tell me however that another altercation had occurred earlier in the day, and the officer involved was injured and requires surgery on his arm.Even this moment of violence--the Edwards "powder keg"--may have been exaggerated, as the Independent reports (h/t Jay) that the famous "backpack contained only one half-full Bacardi bottle, not multiple bottles like reports have stated," such that the officer's injuries may have come from falling as he grabbed for Mr. Edwards.   Mr. Edwards has pled non-guilty, and more about this unclear incident will emerge from the report.

Whatever happened there, it now seems that injuries to officers were very limited, which is of course good news, and this blog joins other outlets in wishing them a speedy recovery.  I also want to note, for the record, my awareness that policing Isla Vista during "party lockdown" is a difficult if not miserable job:  see 3:30-4:00 in this Deltopia video for an example of the unpleasant work involved in containing a certain kind of male party idiot. Many students I spoke with expressed general appreciation for the members of the Isla Vista Foot Patrol; all expressed hostility toward the party idiots.

* * *But if we are down to two police injuries, what is the evidence that Deltopia was a riot or "civil unrest" in which a mob turned on cops, in KEYT's tag line?  Let's try the video evidence.

The main local news archive can be found on KEYT's URL "Thousands Riot in the Streets of Isla Vista".  There are six Live Shot clips at the heart of the action that run from 11:00 pm to 12:17 am. The crowd seems to come to a couple hundred at its largest. It appears to me to range from 95% to 100% male.  The sequences begin with a stop sign being uprooted, and over the course of the clips, two stop signs are waved around, a small white station wagon is shown to have been trashed (off camera),  a mattress is passed around and then lit on fire, and a few bottles are thrown in the direction of the police. KEYT got third-year UCSB student Montana MacGlachlan on the phone while she was hiding out with ten other people in a garage. She said,"most people are just trying to get home safely" (Live Shot 2, 2:00).  She didn't think I.V. residents were involved in the vandalism:  "we don't intentionally ruin where we live."

The correspondent named Derek reported that the stop signs were used to thrash the white "minivan" and that two officers were hit with objects.  He also said that "the people involved in this activity" from time to time throw something "in the direction of law enforcement and don't care where it goes." (Live Shot 4, 3:00 on).  This seems like a good description of the desultory action.

KEYT anchor C.J. Ward try to drum up interest by saying,
I've seen old film of the riots from the 70s when they burned down the bank, but I've never seen anything like this . . where you seen them literally shut down Isla Vista and have to call in the SWAT team and the dogs. This is just crazy to see what is going on right now " (6:00 . . .)But there was more action in the commentary and reminiscing that in the video.  The video is lousy--an unchanging shot from well to the rear of the action--and it shows the crowd shrinking steadily over the course of the hour. By midnight there may only be two dozen people left, some obviously drunk and most appeared to qualify as what I.V. residents call "randoms."

After midnight (Live Shot 6, 8:20), things perk up when KEYT's Derek says, "We're getting shot at right now."  But he means getting shot at by the police.  "I'm getting shot at by pepper balls and by rubber bullets. The police have really come in full force and I'm definitely not in a safe space by now."  He leaves, and the video image disappears in a cloud of tear gas.  The story there is a lack of safety caused by a police offensive.  But KEYT ignores this and starts replaying earlier footage of the crowd not long after 11 pm.

Quite a bit of amateur video wound up on You Tube, most of it apparently shot by I.V. residents. The Daily Nexuscoverage included a typical example that runs nearly 7-minutes The video shows one or two dozen police around a police truck facing off against the same number of young men out in front of a larger crowd spilling over from a party into the street.  As the video begins, a couple of men are pushing a dumpster into the street--probably Del Playa--and a few others are getting plastic trash bins. One gets thrown towards the cops.  Two blue plastic bins are pushed on their side blocking the street, and then a third is pushed in to join the others. At around 1:20 the police order the street group to disperse, but most people aren't involved in the bin pushing and may not feel like the police are talking to them. Three minutes in there are a half-dozen bins and two or three dumpsters in the street, creating a no-man's land between the police line and the dozen or so people who've been involved in creating this semi-blockade. Around 5:05 the police fire tear gas. Thirty seconds later the street is empty.  The gas drifts up to the balcony where the video is being filmed, and amidst various exclamations the video ends. Another, longer video shows what may be a separate incident or the same incident shot from further down the block, in which the crowd is larger, and parts of it at various points shout "fuck the police." Although a larger number of people are involved, they are keeping their distance.  There is no physical contact or even proximity between the police and the crowd. 
Loudlabs does a little better with audio and visual effects. There are students coughing on teargas and decent shots of the police doing their best to maintain ever-popular visuals of red and lavender emergency lights illuminating drifting clouds of tear gas.  I lean in when a "fuck-the-police" chant starts at 6:10. I lean back when it dies out at 6:18.  People are just standing around, apparently enjoying talking to each other and perhaps not wanting to miss whatever happens.  But nothing does. The same goes with another shorter clip--no conflicts with police. There's a longer video from within the crowd itself: a sheriff line is visible.  At 5:36 some UCSB police ride in from behind the crowd on bikes, and they are cheered.  At 7:45 the sheriffs declare an unlawful assembly. The cameraholder retreats, and the rest of the video is shot from behind. There's no sign of conflict or of fighting with the cops.  A helicopter flies by like a slow-moving meteor. There are fireworks for a minute.  Cars try to park or drive down the street. 


* * *By far the best witnessing came from UCSB students who wrote columns and editorials about their experiences--or who in some cases wrote to me. Senior Alexa Shapiro spoke for many when she described a not particularly fun ordeal trying to get back to her apartment.  She encountered, block by block, "more tear gas, more running crowds, and more impassable streets"; their progress was interrupted repeatedly.  The implication was that the police pressure on crowds to clear the streets actually made the streets more congested, at least for a time, and stirred up unpleasant confusion and fear. 

Similarly, senior Jay Grafft, who shared Ms. Shapiro's (and many many UCSB students' ) dislike for Deltopia overall, reported from his frontline position on Del Playa:  
That night, S.W.A.T. patrol vehicles were racing up and down right in front of my driveway, while behind my backyard glass bottles and flashbangs were being flung through the air. Whenever I stepped outside, I would either immediately start choking on tear gas, or be [asked] to return to my house by an armed paramilitary officer. I realized that, by that point, the cops really didn’t have a clue as to who was part of the riot or not, meaning that anyone could present a potential danger . . . Del Playa resident Sean Carroll also assigned a disruptive role to the police:From my perspective, those walking up and down the street didn’t seem that out of control; I’ve seen the same sketchy fuckfaces our community loathes on normal weekend nights acting way more disrespectful. I didn’t see a single fight during Deltopia. I don’t doubt there were a few, but as someone who goes out three or more nights a week I’m fairly used to drunken aggressive idiots getting into it. So it seemed pretty unusual to walk from party to party during the day and early evening and not come across any—during Deltopia, no less.  The point being that, leading up to the riot, the crowd on DP was not some mob causing problems. The daytime tens-of-thousands had thinned out, and the amount was pretty normal sized for a Saturday night. Why were there officers dressed in riot gear and armored vehicles in I.V. all day? What did the police think would happen when they decided to charge down DP at 10 p.m., clashing with people who had been drinking all day?  If you search “Deltopia 2014” on YouTube, my three-minute video documenting the riot is one of the first to pop up. And you know what it shows? The riot started AFTER the cops lined up with shields and an armored vehicle. It shows a select few individuals (read: fucking dipshits) throwing bottles, yelling “Fuck the police” and inciting more to join. And above all it shows that with tear gas and fear, the cops chose to abruptly stop Deltopia exactly when they wanted to do so. By blockading DP right where the 66 and 67 blocks meet, police ensured that anyone and everyone walking in that direction would have run into it. It was only a matter of time before some sketchy fools would react. In my discussions with students, I heard variations of this same story.  In most cases, they assign the police a leading role in the escalation.

I received another eyewitness account that focused on the "riot" as a police-knucklehead co-production.
I wasn't there for the beginning of the civil unrest (which occurred at around 9:30), but I went out to Del Playa and Camino Pescadero a little before 11, after DP had been shut down by the officers. In terms of "real contact" between the students and officers, I saw none in the beginning. The officers were enforcing the "no man's land" between them and the students- anyone who attempted to bridge the gap and advance toward the officers were usually turned away by rubber bullets. The closest I saw to a student getting near the officers was when some people pushed out a large trash bin into the no man's land (as it rolled through the crowd they almost ran over a seemingly really drunk girl who had been knocked down to the ground by it). It was an effective barricade for a while, but they fled after some tear gas. After most of the mayhem had ended, around 1:30, there was a police vehicle, with 4 armed mounted officers on back in riot gear, slowly rolling down Pescadero (presumably to flank the few remaining students), and after a few bottles were thrown at the truck they fired a bunch of shots then turned to drive fast down Trigo. . . . In terms of rioting directed at the officers- I think its impossible to quantify exactly what the rioters were there for, what they were opposing (if they were opposing anything at all) or why many of them chose to stay in the area and engage the officers, from a distance, with their presence. At the peak of the unrest, from where I was in the crowd, some people were yelling for a charge, others were trying to cool everyone down, some were laughing and continuing to party in the streets, and others were just destroying things. And, not to mention, that a lot of the people there were sort of apathetic bystanders watching everything play out. At the time I thought it was an incredibly free moment. The officers were so concerned with vacating the crowd that they weren't policing anything occurring within and around it. I also talked to a few AS Execs about how closing down DP forced students into the riot zone (some were immediately pushed out, in droves, to the edge, and others congregated there because they couldn't  access their homes in the blocked off areas), but they disagreed that the students were completely restricted.  Several students thought the police used excessive force.  Here's a description of one from a female resident of Del Playa.
I live in the middle of the 66 block and witnessed the entire event.  I’m sure you know that police officers were assaulted (which I never think is right).  However, I wanted to let you know that I watched the police exercise brutality on civilians as well.  After the tear gas had cleared the crowd off of the street, I watched officers shoot at my neighbor’s balcony (in which they hit students inside of their own home and broke windows).  I also watched a couple, who hid in my yard when the tear gas hit, try to walk home but instead, they were confronted by three cops each who in turn severely beat their legs down with sticks, held then to the ground, and insisted on arresting them.I wrote back to her to ask whether she meant that she had herself seen police officers being assaulted.  No, she answered:
I watched the whole scene outside for about two hours and I never once saw any students or visitors attack the police. Although I live a little further down from where the “riot” began on the 67 block, I did not see any civilian attack a police officer or throw anything their way.  All I saw were kids being scattered from the tear gas, kids hiding in my front yard (and in my neighbor’s), kids being arrested if they happened to be seen on the street, and my neighbors, who had all been at home on their second story balcony, being shot at with rubber bullets.  (I also had at least one police officer- who was unprovoked, point a gun up at my second story balcony the entire two hours).This student concluded,
it was in no way a riot but instead, one single action (the kid who swung the bottles at a police officer on the 67 block), a fury of excitement from the crowd (who ripped out stop signs etc), and then really aggressive behavior by law enforcers. By early this week, there were at least as many reports of police brutality against bystanders as of verified injuries to police officers.

*  *  *The narrative that now makes the most sense to me is as follows.  Prior to the Edwards Incident, Deltopia 2014 had seen one act of serious violence--a stabbing in which the suspect was immediately captured by police--but for an event with 20,000 participants was otherwise going pretty well.  Then the 17-year-old Mr. Edwards, involved in some kind of scuffle, hurt an officer with his backpack.  A call went out of officer down.  This made the crowd seem more hostile to at least some of the police, which increased an "us-against-them" mentality (h/t Phil).  The initial police surge to help their fellow officer created anxiety and confusion in the crowd.  Officers from outside agencies arrived, so there were not only out-of-towners among the partiers but out-of-towners among the cops. The police settled on an "unlawful assembly" strategy that committed them to clearing the streets.  They did not try to stop specific acts of vandalism like the stop sign uprooting or the attack on the white car. They decided instead to get rid of the crowd as a whole: hence the flashbangs and tear gas, the shooting of rubber bullets at people not in the main crowd, and the rousting, arresting, and allegations of the isolated beating of people well away from the action and of rubber bullets fired into apartment windows.  The police were not in fact attacked, though they were sometimes engaged--apparently always at a distance--by individuals.

I use the term "police occupation" to describe this situation in which the police decided not just to contain and arrest the disorderly and the violent individuals, but to purge everybody and retake the streets.   A problem with this strategy is always that it implies--indeed creates--collective guilt.  It also commits the police to the use of at least limited force against bystanders and not just against the small number of actually disorderly or violent people. The introduction of large numbers of police with helmets, weapons, and armored vehicles into the streets means "riot," even if there is zero resistance--or isolated and half-hearted resistance as in this case.  When the action is over, to help people ignore the active police role in co-creating the "riot" itself, and to marginalize the video of street clearing and occupation and the reports of brutality that surface later, police spokespersons committed themselves to a riot narrative that is still working to justify any use of force--or retroactive surveillance--as thrust upon police by a mob.

The Sheriff's Department embedded the collective guilt of UCSB-IV in the media coverage, as I discussed in Part 1.  They continue to lump major violent crimes together with minor incidents. In one (misdated) press release, they created a line-up of three Deltopia arrestees.  The first, a non-student, is accused of the attempted murder of a Rhode Island man who was visiting his brother in Isla Vista.  The second, UCSB student Otis Washington, is charged with "vehicle tampering and resisting arrest." The third, UCSB student Tomas Delaveau, is charged with "battery on a peace officer" for allegedly spitting on one.  This incongruous group is made even stranger by what we do know about Mr Washington's case: he is on film explaining to KEYT news (at 2:00) that he had jumped on his friend's car to dance, his friends then said "let's go let's go we gotta get out of here," so he started running: "I guess that initiated some type of response in the police so they all tackled me from different angles."  Why did the sheriff's office present the the car dancer and the spitter along with the knife assailant? It only makes sense as part of a campaign to present everyone at Deltopia as part of a dangerous riot spinning out of control.

This description, however, isn't supported by the evidence. We should reject the Sheriff Department's and the media's storyline that, in my terms, "UCSB Deltopia Party Becomes Riot: Student Attacks on Police Continue for Hours." That's not what happened.  The more accurate headline for this event is the other one I proposed: "Police Shut-Down of UCSB Deltopia Party Sparks Some Resistance: Officer Was Injured During Arrest."  This second narrative also has the benefit of avoiding the collective slander of IV-UCSB. It might also prompt an independent review of police conduct and policy in Isla Vista, which I now believe is necessary.

In Part 3, I'll look into Deltopia's background and some related undergraduate educational issues.


Categorías: Universidade

Un temps d'études et des publications

Cahiers Pédagogiques - Sáb, 19/04/2014 - 15:50

Mercredi 16 avril, la section académique d'Education & Devenir de Montpellier a organisé au Lycée Joffre une demi-journée d'études sur le thème : « Ce qui fait changer un établissement ». Ce temps fort s'est déroulé autour d'un dossier commun au CRAP Cahiers Pédagogiques et à Education & Devenir « Ce qui fait changer un établissement », numéro 509, paru en décembre 2013. Au même moment, la Librairie intégrait des publications d'Education & Devenir. Un partenariat confirmé.

Cette rencontre fut l'occasion pour André Roux, principal du collège de Bouillargues et ancien correspondant académique d'E&D de passer le relais à Paul Robert, principal du collège Lou Redounet à Uzès. Nous remercions André pour son engagement de longue date ! Et Paul Robert a donc fait son entrée dans la fonction en organisant cette journée et en l'animant. Celle-ci réunissait Richard Etienne, professeur émérite de l'université de Montpellier en Sciences de l'Education et membre du CA du CRAP, José Fouque, Proviseur honoraire d'Aix en Provence, l'un des membres fondateurs d'E&D, Cathy Marret, principale adjointe au collège Lou Vignares (84) et coordinatrice du dossier « Ce qui fait changer un établissement », ainsi que Mireille Matteudi, principale du collège les Escoliers de la Mosson de Montpellier accompagnée de Lionel Rouzier, enseignant et Pascale Camman, CPE.

Devant un public, certes restreint mais curieux, diverses questions ont été abordées : le lieu du changement est-il l'établissement ? Du changement, pour quoi faire ? Les freins et les leviers au changement, la question du mot « innovation » présent dans tous les discours et les prescriptions : que veut dire « innover » au fond ? Le collège des Escoliers de la Mosson a présenté son projet de temps remodelé qui apportent des changements notables en termes d'apaisement et de meilleur accompagnement des élèves dans leurs apprentissages. A la suite se sont posées toutes les questions autour de la généralisation, de sa possibilité à sa pertinence.

Cette rencontre fut aussi l'occasion pour Marie-Claude Cortial, Présidente d'Education & Devenir de présenter l'association au niveau national (sa présence et son rôle auprès des instances pour être force de proposition), tandis que José Fouque et Cathy Marret ont présenté l'historique de l'association et les actions menées dans les académies.

Cette demi-journée réunissant des membres d'Education et Devenir et du CRAP Cahiers Pédagogiques a prouvé la force de l'action conjointe des deux associations autour des valeurs et les engagements qui les rassemblent, notamment dans le combat pour une école plus juste répondant mieux aux besoins de nos élèves.
Espérons aussi que cette rencontre aura été l'occasion de mieux faire connaître l'association E&D et son action militante, et de donner envie à de nouveaux adhérents de la rejoindre !
Enfin un grand merci au proviseur et au proviseur-adjoint du lycée Joffre de Montpellier de nous avoir accueilli en son sein !

Cathy Marret, José Fouque, Marie-Claude Cortial et Paul Robert

Les publications d'Education & Devenir en vente dans la Librairie des Cahiers pédagogiques !

Marie-Claude Cortial, présidente d'Education & devenir, nous en parle.

Est-il possible de rappeler à tous qui est Education & Devenir ?

Education & Devenir est un groupe multicatégoriel de liaison, de réflexion et de propositions . L'association a été crée en 1984 par Maurice Vergnaud, proche d'Alain Savary. L'association a participé à toutes les grandes réformes de l'éducation depuis 30 ans : 1989, 1992, 1998, 2004.

Combien de numéros sont en vente ? Qui les écrit ?

72 publications sont en vente en tout, certaines dans la Librairie des Cahiers péddagogiques. Les rédacteurs sont nos adhérents, les membres fondateurs comme les jeunes pousses, et nos compagnons de route, Claude Pair, André Legrand, Françoise Clerc, Philippe Meirieu, François Dubet.

Quelles sont les particularités des publications d'E&D ?

Les publication s'appuient sur les pratiques réflexives, pour E&D le lieu le plus pertinent pour réfléchir sur les pratiques, les adapter, proposer un changement, c'est l'établissement scolaire. Les sujets sont larges.

Cliquez pour découvrir les publications d'Education & Devenir

Dans la Librairie des Cahiers pédagogiques on trouvera "Morale, laïcité et éthique à l'école, ici et ailleurs", "La Vie scolaire : pour un élève autonome", "Socle commun : peut mieux faire ?" ou encore "À quoi sert de réussir à l'école ?", "La gouvernance".

Categorías: Educación, Universidade

P. Sardin, Beckett, l'ouverture de Godot

Fabula - Sáb, 19/04/2014 - 14:51
Pascale Sardin, Beckett, l'ouverture de GodotPresses Universitaires de Bordeaux, 2014.25 p.EAN 97828678188068,00 EURPrésentation de l'éditeur :Selon Beckett, le mot-clé de son théâtre est « peut-être». Une dramaturgie de l’incertain et du doute s’affirme dès les premières lignes de Godot : « Route à la campagne, avec arbre. Soir. » Mais quel soir ? Quelle route ? Et surtout, dans quel pays ? Ces repères spatio-temporels plutôt abstraits mettent en valeur l’universalité de la pièce qui a ainsi donné lieu à de nombreuses interprétations métaphysiques ou existentialistes. Ces lectures entrent en tension avec d’autres, plus historicisantes ou explicitement politiques, qui rapportent la pièce à des questions nationalistes ou postcoloniales. Cette tension renvoie à la question de la réception du texte, qui reste plurielle et polémique, tout comme le sont et la traduction et la mise en scène, lesquelles n’offrent qu’une interprétation partielle et toujours caduque d’un texte-partition.Liste des traductions, présentées sur des fiches mobiles permettant la comparaison :En attendant Godot, Acte I, 1952Fiche 1: Waiting for Godot, autrotraduction S. Beckett (1956)Fiche 2: Warten auf Godot, tr. Elmar Tophoven, (1953)Fiche 3: Esperando A Godot, tr. Ana Maria Moix, (1995)Pascale Sardin , maître de conférences à l'UFR des Pays anglophones de l'Université Michel de Montaigne - Bordeaux 3, est spécialiste de traductologie et de littérature anglo-irlandaise contemporaine. Fondatrice du "Groupe d'Études sur le Maternel", elle s'intéresse aux études féminines et de genre.
Categorías: Universidade

Tôzai , hors-série n°6 : Le Ta'zié - Représentation du drame de Kerbélâ dans le théâtre populaire persan

Fabula - Sáb, 19/04/2014 - 14:44
Tôzai , hors-série n°6 : Le Ta'zié - Représentation du drame de Kerbélâ dans le théâtre populaire persanSafoura Tork Ladani.Presses Universitaires de Limoges, 2014.176 p.EAN 978284287603618,00 EURPrésentation de l'éditeur :Le Ta'zié, en tant que spectacle religieux du monde islamique, met en scène le drame de Kerbélâ, survenu en 680 dans ce même désert, près de l'Irak actuel.Lors de cet événement avéré de l'histoire de l’Islam, l’Imâm Hussein, troisième Imân des Chi’ites, et ses partisans, cernés par la troupe des Omayyades, sont massacrés au dixième jour du Muharram (l’Achourâ).Lors de la cérémonie de deuil pour la commémoration du drame de Kerbélâ, les Iraniens jouent le Ta’zié. Les divers symboles et le langage spécifique utilisés nous indiquent comment ce théâtre reconstitue cet événement et rappelle (inspire) le sentiment de respect du martyre de l'Imam Hossein.Sommaire :Préface, Jean-Pierre LevetPremière partie: Image d'un théâtre populaire1-1. L'art du spectacle religieux en Iran1-2. Historique de Kerbélâ1-3. Ta’zié, représentation du drame de KerbélâDeuxième partie: Diversité des symboles2-1.Conflit entre le Bien et le Mal2-2. Alignement des personnages2-3.Représentation du passé (les symboles scéniques)Troisième partie: un langage épique3-1. Les caractéristiques du texte de Ta’zié3-2. Harmonie de vers3-3. Mélange prose-vers
Categorías: Universidade

G. Agamben, Pilate et Jésus

Fabula - Sáb, 19/04/2014 - 14:14
Giorgio Agamben, Pilate et JésusTraduit de l'italienparJoel Gayraud.Paris : Bibliothèque Rivages, 2014.112 p.EAN 9782743627416 14,00 EURPrésentation de l'éditeur :Dans le dialogue entre Pilate et Jésus, ce sont deux mondes et deux règnes qui se font face: l’histoire et l’éternité, le sacré et le profane, le jugement et le salut.Giorgio Agamben enseigne la philosophie théorétique à l'université de Venise. Son oeuvre est traduite et commentée dans le monde entier.
Categorías: Universidade

S. Zweig, Volpone

Fabula - Sáb, 19/04/2014 - 14:13
Stefan Zweig, VolponeTraduit de l'allemandparAline Oudoul ; p réface de : Jérôme Orsoni .Paris : Petite Bibliothèque Payot, 2014.228 p.EAN 9782228911085 7,65 EURPrésentation de l'éditeur :L'argent gagné sur le dos des autres, la réputation, les réseaux sociaux, tels sont quelques-uns des thèmes de cette pièce de Zweig, écrite en 1925 et adaptée du Volpone de Ben Jonson, qui fit un triomphe sur les scènes du monde entier. En France, nous n'en connaissions qu'une version plus courte, adaptée et traduite par Jules Romains, qui fut mise en scène en 1928 par Charles Dullin au théâtre de l'Atelier. C'est la version originale de Zweig, inédite en français , qui est ici traduite.
Categorías: Universidade

J. Tauchnitz, La Créolité dans le contexte international et postcolonial du métissage et de l'hybridité - De la mangrove au rhizome

Fabula - Sáb, 19/04/2014 - 14:00
Julianne Tauchnitz, La Créolité dans le contexte international et postcolonial du métissage et de l'hybridité - De la mangrove au rhizomeParis : L'Harmattan, coll. "Transversalité", 2014.280 p.EAN 9782343029191 ( EAN Ebook format Pdf : 9782336346168)29,00 EUR (version numérique : 21,75 EUR)Présentation de l'éditeur :La mangrove est un petit arbre et un écosystème complexe entier. L'image de cette plante est devenue une métaphore d'un mouvement littéraire, philosophique, culturel et politique (martiniquais) qui fut, connu à la fin des années 1980 sous le nom de Créolité. Cet ouvrage va au-delà d'une pure description des buts, il place cette théorie dans le contexte international et postcolonial de l'hybridité et du métissage dont les discussions ne se sont guère touchées les unes et les autres bien que leurs conceptions se soient visiblement croisées.
Categorías: Universidade

R. Yala, Mythes et histoire dans Le Feu des Origines d'Emmanuel Dongala

Fabula - Sáb, 19/04/2014 - 13:49
Rony Yala, Mythes et histoire dans Le Feu des Origines d'Emmanuel DongalaParis : L'Harmattan Congo, 2014.70 p.EAN 9782343028149 ( EAN Ebook format Pdf : 9782336345987)10,00 EUR (version numérique : 7,50 EUR)Présentation de l'éditeur :Ce livre met en lumière la relation entre les mythes et l'histoire dans Le Feu des Origines d''Emmanuel Dongala, dont la pensée se situe au carrefour des influences d'auteurs de races et de nationalités diverses. Son récit renvoie à des faits sociaux réels et à des mythes aussi bien nationaux qu'universels. Ces différents mythes et faits sont retravaillés par l'imaginaire de l'auteur qui les emploie pour fixer et décrypter les moments cruciaux de l'histoire du Congo.Rony Yala enseigne à l'Université Marien Ngouala et dans un lycée de Brazzavile.
Categorías: Universidade
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