La « professionnalisation » comme catégorie de réforme à l’université en France
The purpose of this paper is to show how “professionalisation” operates within the process of recontextualising curricula at university level : from how it is evaluated through assessment to its realisation in courses. The study is based on a field inquiry crossing different data (programs of study,...
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| Format: | Article |
| Language: | fra |
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Les éditions de la Maison des sciences de l’Homme
2011-06-01
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| Series: | Cahiers de la Recherche sur l'Education et les Savoirs |
| Subjects: | |
| Online Access: | https://journals.openedition.org/cres/127 |
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| Summary: | The purpose of this paper is to show how “professionalisation” operates within the process of recontextualising curricula at university level : from how it is evaluated through assessment to its realisation in courses. The study is based on a field inquiry crossing different data (programs of study, course assessment reports and interviews with experts and academic teaching staff), articulating a theory of practice with a theory of contents in a sociological approach of the curriculum. The paper argues that course assessment plays a special role in institutionalising frames for implementing professionalisation, leaving little space for debate on the definition of possible orientations. Professionalisation appears within curricula as their projection to the job marketplace, involving a specific structuring relation of “internal towards external”. This principle regulates social selection of knowledge and relations of hierarchisation and segmentation between contents. The results bring out questions regarding contextualisation of knowledge and how the role university in contemporary society is negotiated. |
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| ISSN: | 1635-3544 2265-7762 |