This project follows in the footsteps of work in the social sciences concerned with the professions of education professionals, their transformations and their attractiveness in a changing context and in a school system marked by persistent inequalities.
The approach we propose, which underpins the originality of our approach, is not to study a targeted professional group, but a particular function that public policies have brought to the fore and which appears strategic in the work on school climate in schools: that of management. The core of the project is to shed light on the managerial condition in Établissements Publics Locaux d’Enseignement (collèges and lycées), based on a joint analysis of three professional groups whose missions involve, in varying degrees and in different ways, steering and supervision: management staff (PERDIR), conseillers principaux d’éducation (CPE) and referent teachers or coordinators.
The aim of the project is to study to what extent and in what ways managerial logics modify the work of those who have to steer and/or participate in the management of schools, their ways of coordinating themselves and their professional and social identities, both assigned and lived.
Project leaders: Émile Saunier and Géraldine Farges