Abstract:

This paper traces the development of the European Sectoral Social Dialogue in Education since its launch in 2010 and situates it within the context of European Union (EU) governance. The paper adopts a public policy perspective and Ashley Jochim and Peter May’s framework for analysing boundary-spanning policy regimes. Based on critical discourse analysis of social dialogue documents and interviews, we argue that the European Sectoral Social Dialogue in Education, as a distinctive institution, has been profoundly shaped by EU’s boundary-spanning policy regime of education and employment and at the same time has contributed to its reinforcement. In particular, we demonstrate that the sectoral social dialogue committee since its creation has been embedded in wider institutional arrangements, that it seeks to mobilise education employers and workers on a large scale across Europe, and that it aligns with central issue framings and ideas of EU’s boundary-spanning policy regime of education and employment. Thereby, the paper contributes to understanding how institutions, by mobilising interests and channelling attention towards specific issues and ideas, play a central role in structuring and legitimising contemporary EU governance.

In Journal of Education and Work, Volume 36, 2023 – Issue 7-8

Taylor & Francis Online

Abstract:

While much attention has been paid to European policy arrangements in individual policy fields, European intersectoral policy coordination has been mostly an overlooked phenomenon, especially within the sectors of education and employment. Thus, in the introductory paper for this Special Issue, we offer a contemporary discussion of European intersectoral policy coordination. We firstly review the literature on intersectoral policy coordination, and secondly look at the application of concepts related to intersectoral policy coordination to supranational arrangements, especially the European Union. We then employ the concept of boundary-spanning policy regime and the related ‘I’ framework (issues, ideas, interests, and institutions) to discuss the individual pieces’ contributions. This serves to explore the strength of the intersectoral perspective when analysing European policy coordination in education and employment. We conclude with a discussion of the strengths and limitations of this approach and offer a research agenda to study supranational intersectoral policy coordination (in education and employment).

In Journal of Education and Work, Volume 36, 2023 – Issue 7-8

Taylor & Francis Online

ISBN: 9780197570685 – 27 October, 2023, Oxford University Press, 1072 Pages

Abstract:

Cet article analyse les logiques de déconcentration de l’État enseignant en France par une comparaison des modes de gestion des enseignants contractuels dans trois académies : Créteil, Dijon et Lyon. À partir d’une sociologie de l’action publique en éducation attentive aux processus d’institutionnalisation, et en puisant fortement dans l’approche configurationnelle d’Elias et dans l’usage qui en est fait pour penser certaines configurations territoriales, il met en évidence que cette gestion est le produit de configurations académiques spécifiques qui exercent une contrainte institutionnelle forte sur les acteurs et qui prédéterminent en grande partie leurs marges de manœuvre et leurs modes de coordination. Pour cela, l’article s’appuie sur une enquête collective et multiniveaux (projet TeachersCareers) qui croise 63 entretiens, des observations et des corpus de documents conséquents.

Dans Revue Française de Pédagogie 2023/1 (N° 128), 45-60

ENS Editions

Abstract:

In a context of growing dualisation of the workforce that in France takes the form of a ‘contractual dualism’, this article analyses the mechanisms supporting the resort to contract observed in the public teaching sector otherwise modelled on (statutory, long-term) civil service. It departs from analyses mainly focused on the institutional variations of dualism and their outputs, and contributes to the literature on labour market segmentations by adopting an analysis of workers’ experiences and professional trajectories. Findings reveal that contract teachers receive little support from the state to secure their careers and develop professionally, but nonetheless commit to their careers despite the differential in employment and work conditions, which they seemingly consider as acceptable comparatively with their previous work and employment conditions, and given their social origins and aspirations. Analyses thus bring forth new evidence of intersections between institutionalised forms of dualism, social reproduction and the employment trajectories of individuals.

Work, Employment and Society, A Journal of the British Sociological Association, published online on January 27,2023

Abstract:

In this paper, we examine how evolutions related to the fragmentation of labour markets, the flexibilisation of work and employment conditions, and the multiplication of teacher training models and teachers’ roles in schools, are contributing to reshaping teachers’ careers. Drawing on interviews with teachers and senior leaders from 8 schools in London, our analyses highlight six career patterns and their embeddedness in the changing institutional environment of labour markets for teachers. Our results help renew the dialogue between research on teachers’ professional lives and on teachers’ labour markets. They have wider implications for knowledge on the fragmentation of the teaching profession, beyond the London case.

British Journal of Sociology of Education. Published online 17 January 2023

https://doi.org/10.1080/01425692.2023.2167703

Abstract:

This article, under the format of an essay, discusses the importance of context in comparative education analysis and for understanding teacher education policy. It looks at the global context from the age of enlightenment to the age of PISA and TALIS, the regional context of the Bologna Process and European integration, and the local context of teacher education in England and France. This essay, rich in references to the current cannon in teacher education analysis, can be seen as providing an overview of, and entry point for, scholars who desire further knowledge on the interaction between the global and the local in teacher education.

In: International Encyclopedia of Education (Fourth Edition), 2023, pages 604-610

Résumé:

La gestion des enseignant·es contractuel·les intervient aux marges de la régulation de l’emploi enseignant dans les premier et second degrés : elle ne se fait pas à l’échelon central, mais au sein des académies et elle concerne les remplacements et les « matières en tension ». Le processus de recrutement des enseignant·es non-titulaires du second degré étudié dans cet article à partir d’observations et d’entretiens réalisés en rectorat, donne à voir le rôle central joué par l’encadrement intermédiaire académique dans la construction d’un marché local de l’enseignement. En analysant les interventions des différents acteurs impliqués dans le recrutement, inspecteurs, gestionnaires et chef·fes d’établissement, l’article analyse les logiques de sélection administratives, pédagogiques et disciplinaires parfois concurrentes, et la manière dont est défini le « besoin » temporaire d’enseignement à l’intersection de ces logiques

In: Formation Emploi, Revue française de Sciences sociales, n°159, juillet-septembre 2022: https://journals.openedition.org/formationemploi/10990

Lien vers le “Café pédagogique” du 23 novembre 2022: https://www.cafepedagogique.net/2022/11/23/au-guichet-du-rectorat-des-sociologues-au-chevet-du-recrutement-des-contractuels/

Abstract:

This chapter serves as an introduction to the section “Globalization and Teacher Education” in The Palgrave Handbook of Teacher Education Research. The aim of the chapter, and the Handbook section overall, is to demonstrate the pertinence of the concept of globalization in making sense of contemporary developments in teacher education and thereby give momentum to new thinking and research. Drawing especially on the scholarship of Manfred Steger and Paul James, the chapter associates globalization with a dynamic of material “time-space compression” of cultural, economic, and political processes as well as subjective formations of global consciousness, which together destabilize the meanings and practices of modern linear time, the territorial nation-state, and individualized embodiment. The chapter first introduces the concept of globalization and the most influential theories in studies of globalization, education, and teachers, before mapping the main themes in the so far limited amount of scholarship about globalization and teacher education. Subsequently, the chapter introduces the Handbook section and demonstrates that the chapters included combine theories and concepts in ways that allow for taking into account the complex interplay between material and ideational factors in globalizing processes, together supporting notions of globalization as associated with hybridization and vernacularization. Finally, the chapter reflects on research agendas and the need for moving beyond methodological nationalism as well as methodological globalism in the study of teacher education and globalization.

In: The Palgrave Handbook of Teacher Education Research . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-59533-3_73-1

Book Description:

Focusing on the historical development of the teaching profession, this book explores how the relationship between education and the formation of modern nation states has influenced both the status of the profession as a whole and the differential status accorded to different kinds of teachers within it.

Addressing different national and international contexts with seven distinct case studies, the book provides a comparative analysis of the long-term trajectories that illuminate the nature of teaching as a public profession, and demonstrates the variety of forms that labour markets have taken in different contexts.

Offering new and up-to-date international analysis at a critical time for the field of teacher research, when recruitment into the profession and retention are major challenges, the volume will be of interest to scholars, researchers and doctoral students engaged in teacher research and comparative and international education more broadly. Those involved with education policy and politics will also benefit from reading this volume.