The objective of quality education for all: the institutional logics which are committed to techniques from the “integration” sector


To achieve the objective of quality education for all, the institutional logics which are involved around this notion, upstream and downstream of its constitution as a new “social problem”, which must be identified.

The development of systems for reporting and judicial treatment of absenteeism, the creation of classes – and today workshops – relays and, more broadly, the extension of policies for monitoring and “remediation” of school dropout situations , through the increased use of techniques from the “integration” sector and multi-institutional partnerships, have contributed to the emergence of a new way of understanding the educational question and are, in return, legitimized by its transformation into an object of research and an object of priority intervention for new public policies.

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