The French Curricular Exception and the Troubles of Education and Internationalisation: Will It Be Enough to "Rearrange the Deckchairs"?

Autor/inn/en	Gauthier, Roger-Francois; Le Gouvello, Margaux
Titel	The French Curricular Exception and the Troubles of Education and Internationalisation: Will It Be Enough to "Rearrange the Deckchairs"?
Quelle	In: European Journal of Education, 45 (2010) 1, S.74-88 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
Schlagwörter	Educational History; Compulsory Education; Foreign Countries; Educational Policy; Educational Change; International Education; Policy Analysis; Government Role; Educational Principles; Educational Philosophy; Core Curriculum; Curriculum Development; Educational Environment; Laws; Educational Legislation; Religious Factors; France; Program for International Student Assessment + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Schulpflicht; Ausland; Politics of education; Bildungspolitik; Bildungsreform; Internationale Erziehung; Politikfeldanalyse; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Kerncurriculum; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Law; Recht; Bildungsrecht; Schulgesetz; Frankreich
Abstract	The history of education in France, with its inherited link between the Republic and the religion of knowledge, produces a specific form of educational functioning, consubstantial to a tradition of selection and a symptomatic lack of what elsewhere is called a curriculum. While the recent introduction of the "common grounding of knowledge and skills for the end of Compulsory Education" ("socle commun") in the French Law of 2006 eventually opened the door both to the teaching of "skills" and to the idea of a curriculum, and potentially created a revolution in powers and knowledge, one can wonder to what extent it was not a drop on a waterproof system. The question is also to see what was the impact of international influences in these developments. In this article, we analyse the reality and the ambiguities over the opening up of French educational policy towards international concerns, both in relation to the reception of PISA in France and to the decisions which led to the common grounding. This analysis allows us to raise key questions about what could be the potential consequences of a possible change of curricular policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10