Danielle Zay

Bio: Danielle Zay is an academic researcher from Lille University of Science and Technology. The author has contributed to research in topics: European union & Inclusion (education). The author has an hindex of 7, co-authored 20 publications receiving 112 citations.

A Secular Cooperative School. Can it Promote an Inclusive Education and Society

Abstract: This article is based on the French report and the European comparative results of an international project about inclusive education supported by the European Commission. It focuses on one of the main issues and the specific methodology of the French report. The globalisation has led to face the issue of making life together possible for native and immigrant populations on the same soil. How to build a common citizenship, with the same rights and duties, for diverse populations separated by their birth community, religion, history, customs and traditions? Which kind of education, and which kind of school are able to elaborate a new common heritage for citizens-to-be? Through research results, the paper compares the advantages and failures of the French republican secular school with others. It resumes the French conclusions to propose a cooperative school inspired by the spirit of the Council of Europe directives and developing social ties based on differences. Keywords: inclusive education, cooperative school, partnership, otherness, tailor-made measures, community development, secularity ___________________________________________________ 1 University of Charles de Gaulle Lille 3, 3 Rue Barreau, Villeneuve-d'Ascq, Lille, France. Email: danielle.zay@daniellezay.fr A Secular Cooperative School Danielle Zay ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION, 1, 2012. 89 Introduction: main issues and methodology In a world enhanced by globalisation, all countries are both rooted in their history and boosted by ideas coming from the economic leader countries and their medias, in particular the United States, that is to say, by now, a democratic manner of living and governing. To-day, the intellectual middles and young people claim for liberty and lead other citizens to follow them in islamic countries considered by the western people as more conservative than themselves. We are far from a clash of civilizations. Inside each country, in north and south, west and east, as well as between countries, the clash is mainly provoked by the growing inequalities of income, and more and more people around the world become aware of it. But the opportunity of finding scape goats is offered too by an increasing immigration of southern and eastern people looking for better conditions of life in the wealthiest countries, for instance in Western Europe. The Council of Europe raised the question to its 47 member states: how to respond to diversity? (Council of Europe, 2008). It is a challenge for applying their democratic principles and a test for their vision of the society of the future. Which choices will they make ? A society of segregated communities, marked at best by the coexistence of majorities and minorities with differentiated rights and responsibilities, loosely bound together by mutual ignorance and stereotypes? Or is it a vibrant and open society without discrimination, benefiting us all, marked by the inclusion of all residents in full respect of their human rights? (p. 1). The Council of Europe represents the EU (European Union) countries. They are supposed to follow its principles reminded in all its publications, i. e. fostering societies based on solidarity, “maintaining and developing the unity A Secular Cooperative School Danielle Zay ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION, 1, 2012. 90 and diversity of European societies”, in particular through education (Arnesen et al., 2008). Nonetheless, the EU countries do not follow the same paradigms of society and education, neither in their policies nor in their ideologies or their customs (Cousins, 1998; Zay, 2005 ab Zay, 2009). The project aim assigned by the European Commission’s DirectorateGeneral for Education and Culture was to analyze, assess and, then, select priority measures and “good practices” that enhanced the opportunities of disadvantaged pupils and the inclusion and chances of discriminated groups of pupils, such as e.g. minority children and/or immigrant children. Synchronic data drawn from national and international policies statements, documents, laws, rules and statistics were not sufficient. They were completed by diachronic data, in particular collected through cases studies, based on 2 Procurement procedure EAC/10/2007–Lot 3 “Strategies for supporting schools and teachers in order to foster social inclusion”, dated 9 August 2007, contract-2007-2094/001 TRA-TRSPO. The project started effectively on 16 December 2007 and was concluded on 16 August 2009, by submitting the reports to the Commission. The reports were accepted by the Commission on 12 October 2009 and disseminated through its website. Dr George Muskens, research director at DOCA Bureaus, The Netherlands, was project leader of the research consortium INTMEAS that has carried out the research assignment. Drafts of his final comparative report benefited from comments and advice from the consortium’s reference group members and from other experts in this field. The INTMEAS consortium – Inclusion and education in European countries gathered round him researchers from ten participating countries: France, Germany, Hungary, Italy, The Netherlands, Poland, Slovenia, Spain, Sweden, United Kingdom (England and Scotland) representing a reasonable sample of the EU member States in terms of size, educational systems and inclusion index. A Secular Cooperative School Danielle Zay ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION, 1, 2012. 91 longitudinal analyses and assessments during a longer period, at least two years until five years or more. The French report follows the same methodology and targets with the final comparative report and ten national reports. But, inside the general methodology, it chooses to develop the successful factors for an inclusive education through four case studies more detailed than in other national reports and proposing alternative solutions to the mainstreaming ways of teaching. They are called alternative because they are based upon a cooperative school model. However, the case studies observe the framework of the national secular model too, which remains at the heart of practice. Indeed, it was particularly meaningful because they were all led in socioeconomically deprived areas including important Muslim populations mainly from North Africa. The methodology in all reports is founded upon: 1) A review of ongoing comparative and national research on education and social inclusion measures, 1980 onwards 2) An inventory of relevant scientific publications 3) Case studies. The selection of references is inspired by the concept of inclusive education as “a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education” (UNESCO, 2005, p. 13). The corpus consists of research and inquiries’ results already published in books or refereed reviews, or disseminated in reports through websites, and of specific case studies, which, in the French final report, were elaborated by specialists in relation to the project research themes. It also includes indicators and statistics collected in the ten countries participating in the project and in others. The following documentation has been gathered together on measures

Politiques et organisations dans la recherche-développement : le cas des Instituts Universitaires de Formation des Maîtres

Abstract: L'article tente une approche sociologique de la « recherche-developpement en education », c'est-a-dire de la production de connaissances orientees vers la maitrise de l'action dans le domaine de l'education scolaire. Une etude documentaire permet d'apprehender ses principales evolutions institutionnelles, ses lieux de production, ses configurations dominantes, caracterisees par une conception lineaire de l'innovation. Une etude empirique sur les politiques de recherche dans les Instituts universitaires de formation des maitres (1991-1995) permet de construire une typologie des formes orgamsationnelles developpees dans ce secteur, de formuler des conclusions sur l'eventuelle emergence de nouveaux types de reseaux et de proposer des hypotheses quant a l'origine de la conflictualite elevee qui caracterise ce champ.

Le partenariat en éducation et en formation : émergence d'une notion transnationale ou d'un nouveau paradigme ?

Abstract: La notion de partenariat semble promise a un usage illimite, couvrant les secteurs les plus divers, economique, social, publicitaire, educatif... L'article pose la question de la signification d'un tel phenomene, a partir de l'analyse de recherches sur le theme en Amerique du Nord et en Europe. Le partenariat est-il une tentative de reponse a une mutation de societe liee a une globalisation de l'economie mondiale? Dans leur visee de conceptualisation de cette notion, des chercheurs en education so nt-ils en train d'opposer un paradigme culturel et educatif a une vision du monde dominee par le souci de rentabilite economique? Les demarches de formation a une competence partenariale, fondees sur une distanciation critique par la recherche, s'inscrivent-elles dans une nouvelle ethique?

Towards a Management Model for Sport and Physical Activity Community-based Partnerships

Abstract: Given the increasing popularity of the partnership concept and of sport and physical activity-based programs, this paper integrates the extensive North American and European management, sport management and political science literatures (in both French and English) to develop a partnership model for sport, community-based initiatives. The proposed model includes a three-part feedback loop: the formation of a partnership between two or more organizations (the antecedents), the management of the partnership and the partnership's evaluation, which feeds back into the antecedents and management. The partnership antecedents include the project's purpose, environment, nature of the partners and partnership planning. The partnership management aspects include the attributes of the partnership, communication and decision making. The partnership evaluation components include the type of evaluation and the determination of success/effectiveness. This paper therefore offers a comprehensive analytical framew...

Veil: mirror of identity

Abstract: Veil: mirror of identity, by Christian Joppke, Cambridge, Polity Press, 2009, xi + 162 pp. £14.99 (paperback), ISBN 978-0-7456-4352-6, £45.00 (hardback) ISBN 978-0-7456-4351-9 With fifteen million ...

Recherche partenariale et co-construction de savoirs entre chercheurs et acteurs : l’épreuve de la traduction

Abstract: La recherche partenariale reste en France un mode de recherche peu connu et pratique a la marge, malgre des incitations politiques et institutionnelles europeennes et nationales. La recherche partenariale est bien souvent le resultat d’un systeme d’interactions et d’apprentissages construit a un niveau microsocial entre les chercheurs et les partenaires des autres milieux professionnels. Cet article a pour ambition de soumettre la recherche partenariale a une analyse menee par l’observation de pratiques de conventions de recherche et de dispositifs de recherche dedies (PICRI avec la societe civile, CIFRE en entreprise) developpes en France. Des questions d’ordre theorique orientent nos reflexions pour cette analyse : avec quels concepts et quelle demarche theorique l’analyser ? La question centrale a laquelle nous repondons est de comprendre les processus et les epreuves permettant une « co-construction » de savoirs entre les acteurs partenaires des recherches. L’article pose au final les bases d’elements de definition de la recherche partenariale.

Assistants de service social et travail en réseau.

Abstract: La reforme du Diplome d’Etat d’Assistant de Service Social (DEASS) de juin 2004 notifie le travail en reseau dans les referentiels d’activites, de competences, de formation et de certification. Cette evolution reconnait le travail en reseau comme etant pleinement associe a la profession et lui confere le double statut de demarche a mettre en place dans l’exercice professionnel et de contenu de formation a integrer.Le travail en reseau devient de fait reconnu en tant que competence professionnelle et l’etendue semantique du terme « reseau » autant que ses declinaisons proteiformes interrogent les perceptions des Assistants de Service Social quant a sa definition, son opportunite, ses conditions de mise en oeuvre dans l’exercice des missions et le positionnement des differents professionnels concernes.L’etude des representations sociales d’Assistants de Service Social en poste dans des secteurs d’intervention differents est au coeur de notre travail de recherche. La these vise a determiner le schema representationnel de ces professionnels sur le travail en reseau pour preciser le rapport qu’ils entretiennent avec cette demarche de cooperation et preciser l’impact de sa reconnaissance referentielle sur l’identite professionnelle.