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Aux frontières de l’école : les choix parentaux en matière d’instruction ʺalternativeʺ

Abstract : In recent years, two little-used private schooling options have been developing in France : homeschooling and "alternative" schooling, independent from the State. The number of children enrolled in independent schools (primary level) increased by a factor of 3.22 between 2010 and 2019 (Ministry of National Education and Youth, 2020), a figure that remains marginal in relation to the total number of children enrolled in France (0.23% in 2010 versus 0.75% in 2019). The number of homeschooled children is also up by 111.11 percent in 2018-2019 compared to 2014-2015, according to recent figures from the government-led impact study for the bill to strengthen the principles of the Republic (Légifrance, 2020), although these figures remain imperfect and may be underestimated (Bongrand, Glasman, 2018). But what leads parents to choose non-conventional schooling for their child(ren) ? What are the social conditions for engaging in an "alternative" schooling choice ? Starting with children currently homeschooled and/or enrolled in so-called "alternative" schools, this thesis focuses on the biographical paths of their parents. It proposes an approach that brings together the sociology of education and the sociology of the family in order to understand how the norms that govern the family space impact on educational choices and, in turn, how these choices have an impact on the parents.
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Pauline Proboeuf. Aux frontières de l’école : les choix parentaux en matière d’instruction ʺalternativeʺ. Sociologie. Institut d'études politiques de paris - Sciences Po, 2021. Français. ⟨NNT : 2021IEPP0019⟩. ⟨tel-03538057⟩

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