Skip to Main content Skip to Navigation
Directions of work or proceedings

Approches de la catégorisation en éducation

Abstract : The situations of interaction in the teaching-learning context are discussed in this journal by observing how teachers view their students and vice-versa. These perceptions are considered from the perspective of the categorizations the students are subjected to, and conversely by the categorizations the teachers and their lessons are subjected to. After an editorial in which the specific organization of the dossier is explained, the first two articles, which are discussed in the third one, address the following questions: How do the teachers categorize their students? Do they use particular pedagogical routines linked to these categories? The following two articles broach categorization from the students’ point of view and their meta-perception (how do they feel they are categorized by their teachers?). The final article illustrates the categorization approach from an interactional perspective.
Document type :
Directions of work or proceedings
Complete list of metadata

Cited literature [186 references]  Display  Hide  Download
Contributor : Helene Veyrac <>
Submitted on : Monday, June 18, 2018 - 12:13:51 PM
Last modification on : Friday, October 23, 2020 - 4:55:57 PM
Long-term archiving on: : Wednesday, September 26, 2018 - 6:01:11 PM


Publisher files allowed on an open archive


  • HAL Id : hal-01817725, version 1



Hélène Veyrac, Lara Laflotte. Approches de la catégorisation en éducation. France. Recherches en éducation, 33, 2018, 1954-3077. ⟨hal-01817725⟩



Record views


Files downloads