03054nam a22005175i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001100153072001600164072001800180072002300198072001500221072001600236100007700252245013800329250001800467264007900485300003200564336002600596337002600622338003600648347002400684490005300708505037500761520094101136650003702077650001302114650002702127650001502154650002202169650002702191650002102218650002702239650001702266650002202283710003402305773002602339776003602365776003602401830005302437856004602490978-3-031-40266-1DE-He21320251030111427.0cr nn 008mamaa240215s2024    sz |    s    |||| 0|eng d  a97830314026617 a10.1007/978-3-031-40266-12doi 4aLC1091 7aJNF2bicssc 7aJPVH12bicssc 7aEDU0340002bisacsh 7aJNF2thema 7aJPVC2thema1 aGaliere, Mehdi.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut10aRealities of Critical Pedagogyh[electronic resource] :bA Microethnography of a Parisian Autonomous High School /cby Mehdi Galiere.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Palgrave Macmillan,c2024.  aVI, 98 p.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aAnthropological Studies of Education,x2946-30410 a1. Introduction -- 2. Official and Alternative Pedagogic Discourses -- 3. Everyday Educational Practices in Paris Self-Managed High School -- 4. ‘Radio LAP’: Recontextualizing Social Issues in a Transdisciplinary Critical Pedagogic Event -- 5. Conclusion: Rethinking the Collective and the Individual in Education Through Self-Management: A Generalizable Endeavour?.  aThis book examines how the Lycée autogéré de Paris, an experimental high school established in 1982 which claims to implement critical and democratic pedagogical practices, contributes to the development of counter-hegemonic educational and social practices. The author presents and analyses significant discursive data on the school’s pedagogical practice, focusing specifically on triangulation, from general assemblies to official texts, pedagogic projects and everyday interactions inside and outside the institution. He then argues that the discourses of the self-managed high school tend to be critical of the French state’s neoliberal discourse on education while favouring the development of practices of solidarity within the local and broader context of the institution. The book will be of interest to students and scholars in the fields of sociology of education, sociolinguistics and education for social justice. 0aCitizenshipxStudy and teaching. 0aSchools. 0aAlternative Education. 0aEthnology. 0aSociolinguistics.14aCitizenship Education.24aSchool Research.24aAlternative Education.24aEthnography.24aSociolinguistics.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303140265408iPrinted edition:z9783031402678 0aAnthropological Studies of Education,x2946-304140uhttps://doi.org/10.1007/978-3-031-40266-1