By Marc Demeuse, Daniel Frandji, David Greger, Jean-Yves Rochex (eds.)
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Extra info for Educational Policies and Inequalities in Europe
Indeed, we are well aware of the limits of a comparative research that claims to identify ‘good practices’ and would be easily separated from their contexts and exported. This is a model we cannot adopt: namely the so-called ‘benchmarking’ approaches, 16 Introduction like those developed by some ‘peer pressure’ international organisations (‘international comparisons and performance assessments of public systems aiming to detect and impose good practices on member states by peer pressure’, Mons, 2007, pp.
Initial version in English: ‘Education cannot compensate for society’, New Society, 1970, vol. 387, pp. 344–347. BERNSTEIN B. (2007). Pédagogie, contrôle symbolique, identité. Théorie, recherche, critique. Québec: Presses Universitaires de Laval. French translation by G. Ramognino and P. Vitale of the revised edition (London: Rowman & Littleﬁeld, 2000) of Pedagogy, Symbolic Control and Identity: Theory, Research, Critique (ﬁrst edition London: Taylor & Francis, 1996). BOLTANSKI L. (1990). L’Amour et la justice comme compétences.
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