Panel E.08 — What is the relationship between research and professional practices in the fight against socio-educational inequalities?

Convenors Christelle Dormoy Rajramanan (Université de Lille, France); Emilie Saunier (Université de Franche-Comté)

Keywords Initial training, continuing training, self-training, socio-school inequalities, representations, practices, curriculum


“Training for inequalities” is a growing concern, at least on the lips of public authorities (Benveniste, 2018) and teacher-researchers, particularly those in charge of training teachers and educational staff (cf Losego and Durler, 2023; Mamede and Netter, 2018).

This panel aims to question the reciprocal relationships between research work (in sociology, education and training sciences, social psychology, political science in particular) relating to socio-school inequalities and the professional practices of teachers and educational staff.

What role do the results of this research play in the initial training of these professionals, and how are they taught? What reception do they receive, and what use, if any, do they make of them?

Beyond initial training, does this research have a place in their continuing education?

Does the place of this research in the initial and/or in-service training of teachers and educational staff stem from the specific relationship of those responsible for school policy to this type of knowledges?

How does this vary over time, or according to more or less centralized national educational contexts?

In addition to examining the curricula used to train teaching and education professionals, as well as the way those knowledges are received by its recipients and the possible professional uses to which it is put, we will also look at the ways in which those knowledges are put to use. We’d also like to examine how those professionals foresee socio-scholastic inequalities, in order to shed light on their relationship to self-training on these issues. What dispositions and/or contexts (personal or professional) are more or less conducive to this type of self-training? What are the resources and modalities of these forms of self-training on school inequalities? At what cost?

In addition to the effects of research about inequalities on the representations and practices of teaching and education professionals, this panel also aims to shed light on the consequences of these representations and practices on student learning and the fight against socio-school inequalities.

While the effects of research on the professional field are at the heart of this panel’s interrogations, it also proposes to shed light in return on the effects of the professional field on research, particularly in the context of collaborative action research aimed at combating socio-school inequalities.

To this end, this panel is open to complementary disciplinary approaches from sociology, didactics and, more broadly, educational sciences, psychology, particularly social psychology, history and political science, without exclusion.


Guidelines and abstracts submission