Les Etablissements scolaires et la recherche en education: problèmes méthodologiques et épistémologiques (Eds.) Hugon & Viaud
Keywords:
Educational alternatives, progressive education, alternative education, difference, educational theory, educational philosophy, home education, education policyAbstract
Marie-Anne Hugon and Marie-Laure Viaud’s Les Etablissements scolaires et la recherche en éducation, problèmes méthodologiques et épistémologiques is a welcome addition to the epistemological and methodological discussion on alternative pedagogies in France. The approach is both theoretical and more pragmatic with a first part hinging on broader epistemological and methodological issues while the second part is dedicated to the specifics of evaluation. It gives interesting insights into the difficulty of studying French alternative schools that tend to shy away from researchers for many reasons
Â
References
Abelhauser, A., Roland, G., Sauret, M. J., Del Volgo, M.-J. & Maleval, J. C. (2011). La folie évaluation: Les nouvelles fabriques de la servitude. Paris: Mille et une nuits.
Baron, G. & Monnier, E. (2003). Une approche pluraliste et participative : Coproduire l’évaluation avec la société civile. Informations sociales, 110.
Bongrand, P. (2016). “Compulsory schooling†despite the law: How education policy underpins the widespread ignorance of the right to home-educating in France. Paper presented at the 2nd Global Home Education Conference, Rio de Janeiro, Brazil, March 2016.
Cox, M.-V., and Rowlands, A, (2000). “The effect of three different educational approaches o children’s drawing ability: Steiner, Montessori and traditionalâ€, British Journal of Educational, Psychology, 70, 485-503.
Ogletree, Earl J. (1991). Creativity and Waldorf Education: A Study. Retrievable from http://eric.ed.gov/?id=ED364440.
Downloads
Published
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License of their choice (usually CCBY 3.0 unported, but determined at the proofing stage by consultation with the Editor - readers looking for copyright permissions are required to do this on a case by case basis) that allows others to share the work in some way with an acknowledgement of the work's authorship and initial publication in this journal. We appreciate authors placing a link to the Other Education site wherever they choose to offer a PDF download to the original OE article.