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Master Thesis

Le statut du très bon élève et ses conséquences dans l'intégration scolaire et sociale

Abstract : A century ago, compulsory school was created so that children from every social origins could express their possibilities at their best. Whereas, facing the diversity of children, the maladjustment of uniform educational system was an issue. The schooling excellence is often presented as a purpose desired by every pupil. But what does the excellence lead? If it is admitted that the bad pupil is in a vulnerable situation regarding the teachers but also regarding the other pupils, nowadays, the very good pupil still has an awkward position not taken into account. This study relies on a qualitative methodology based on conversations with successful pupils, from middle school and on conversations with middle school teachers. The results show that this population of brilliant pupils, through their schooling excellence, has a particular status in the class, which is being "intellectual". This status can lead to a stigmatization which is going to exclude the very good pupil of the class, he becomes vulnerable. However, the atmosphere of the class appears as a fundamental factor in the integration of the pupils.
Document type :
Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-00758759
Contributor : Inspé Cvl Université d'Orléans <>
Submitted on : Thursday, November 29, 2012 - 11:57:11 AM
Last modification on : Friday, February 26, 2021 - 11:51:55 AM
Long-term archiving on: : Saturday, December 17, 2016 - 4:53:41 PM

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  • HAL Id : dumas-00758759, version 1

Citation

Marie Glomeron. Le statut du très bon élève et ses conséquences dans l'intégration scolaire et sociale. Education. 2012. ⟨dumas-00758759⟩

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