Educational studies in the light of the feminine : empowerment and transformation / by Christine Bouissou-Bénavail

Bouissou Christine: Interdisciplinary Center for Research in Culture, Education, Work Training - EA 4384, Paris 8 University, Paris Lumière University, France Pedagogical and Digital Mission for Higher Education, Mipnes, Directorate General of Higher Education and Research, France

Includes bibliographical references and index.

Acknowledgements vii

Introduction ix

Chapter 1. Towards Developmental Psychodynamics 1

1.1. Spatio-temporal points of reference and development 1

1.1.1. Sense of normativity 1

1.1.2. The psychodynamic approach to work studies 9

1.2. Reflective skills and ethical initiation 17

1.2.1. Reflexivity and succession: towards a feminine philosophy 18

1.2.2. Studying subjectivation 21

1.3. A mission to achieve equality 31

1.3.1. A mission in context 32

1.3.2. Gendered socialization: state of play 37

1.3.3. School survey 41

1.3.4. Within the classroom: self-use and gender norms 44

1.4. Professional standards and strategic thinking 48

1.4.1. Socio-didactic professionalism and illusio 48

1.4.2. Out-of-school mediation and empowerment: from girls to women 54

1.4.3. Strategy: response to entropy 59

Chapter 2. Governance and Transformation 65

2.1 Governance at the university 65

2.1.1. Values and the “must be” 65

2.1.2. Investigate, diagnose 69

2.1.3. Building in project mode, accountability and getting to know each other 75

2.2. Supervision and care 83

2.2.1. Childhood as a narrative 83

2.2.2. Storytelling, reconstruction, the humanities of education 85

2.2.3. What use is care? 87

2.2.4. A material-immaterial treatment of the public thing 89

2.2.5. Care of the feminine: gardening and foresight 93

2.3. Performativity and autonomy 96

2.3.1. The feminine, vocation and kairos 96

2.3.2. On autonomy 98

2.3.3. Programmatic translations 100

2.4. Practicing and teaching human and social sciences at the university today 109

2.4.1. Flux 109

2.4.2. Innovate, renovate and revitalize 112

2.4.3. Public action and enhancement 120

Chapter 3. Women: Lines of Research in Development 141

3.1. Analyzing the movement 141

3.1.1. A vision of development 141

3.1.2. Volition and poiesis 148

3.1.3. Listening to voices 160

3.1.4. Movement as thought 162

3.2. Conflictualities and femininity 167

3.2.1. Vitality and conflict 167

3.2.2. Girls, women: a continuum 168

3.2.3. Les Roses noires (Milano 2012) 171

3.2.4. Situated cognition 174

3.2.5. Pilgrimage on the side lines: Address conflict through art 176

3.2.6. Illumination(s) followed by F(l)ammes 178

3.3. Modernization and spirituality: reciprocal contributions? 183

3.3.1. Mediterranean: crossroads of knowledge, cultural cradle 183

3.3.2. Reform: interpretations and revitalizations 190

3.4. Feminine scriptures 198

3.4.1. Beneath the genre 198

3.4.2. Resilience 200

Conclusion 213

References 219

Index 233

From the theory-practice couple, there are various ways to approach educational and training issues. Intervention research, reflexive situated action and innovation are some of them. Through the analysis of the author's various experiences - professional and initial training, support for change, organizational assessment, experiential learning, project management - this book explores questions about social or professional contexts and the subjective training of actors. One of the challenges is to understand and challenge phenomena such as the development of autonomy and subsidiarity in changing academic or academic contexts. The book promotes the emergence of an ethical and resilient subjectivity. It will show that storytelling is methodological resources for research-intervention paradigms, support the development of actors and stimulate mobility. The book introduces the hypothesis of an operational principle of the feminine as fluid gender, added value to the collective intelligences of the processes of transformation of education and teaching, in terms of intergenerational transmission and in terms of transferability and Strategic activation of skills between business sectors and intellectual fields. This praxeology reconsiders organizations, temporalities, frames of reference, relaunches a reflection in action at the heart of structuration-transformation projects in governance of public action, as well as in terms of personal and collective encapacitation. The reflection opens to questions of management of conflictualities and management of the subjective, epistemological and professional economies.