“The caf it’s less worse than I thought ! “Stéphane Beaud, Think about the school crisis. MAUSS n° 28, 2006
Previously I résumais the issuance of the continuation in The ideas on the crisis of the school. The use of this term to describe the situation of the school annoys me for several reasons that I don exposerais not here, except to say that the school seems to me to work, and even work well for certain categories of the population, which has not changed since the work of Pierre Bourdieu and Jean-Claude Passeron.
This issue of the journal of the MAUSS therefore incorporates this adjective very (too) all-encompassing. Yet the richness of its approaches, and its contributions make this a book to read, for all those who are interested from near or far to the school.
I will speak more specifically to an article of Stéphane Beaud on the worrying state of the university. His point of view is interesting because it has exercised in the secondary, at the university of Nantes and at the ENS Ulm. It can as well compare these two institutions of higher education. Unsurprisingly, he notes a growing gap between the caf and the ENS-level ” conditions of work of doctoral students, number of frames, but also in terms of the level of training of students and level of requirement “…A student in college working on average two times less than a student in CPGE, but this is often due to his professional activity carried out in parallel. Bernard Lahire1 also showed another aspect of the work to the fac. The constraints are often very low on the students and it is difficult to set deadlines and regularity in the work when it is totally free, and that the pressure that weighs on us is remote. And yet, as noted by Stéphane Beaud, the fac represents a means of empowerment, the more remote contingencies of employment. It can also be a means of revealing its attractions for the know, a setting conducive to reflection on oneself and on the world around us. It is on this point that it would be necessary, therefore, to insist, rather than feed “the ideology of anti-university” that finally produced what she says, a disengagement of the State in its funding and a deterioration of teaching conditions that are made to him.