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Nouvelles modalités de l'exercice de l'autorité et régulation du développement et de la socialisation

English title New forms of authority and regulation of development and socialisation
Applicant Clémence Alain
Number 69058
Funding scheme NRP 52 Childhood, Youth and Intergenerational Relationships in a Changing Society
Research institution Institut des sciences sociales Faculté des sciences sociales et politiques Université de Lausanne
Institution of higher education University of Lausanne - LA
Main discipline Psychology
Start/End 01.05.2003 - 31.10.2006
Approved amount 339'022.00
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All Disciplines (3)

Education and learning sciences, subject-specific education

Lay Summary (English)

Lay summary
What are the implications of new forms of authority on a child’s development at school and within the family?

This project focuses on defining the exercise of authority by parents and at school, and the psychosocial analysis of how various forms of authority affect development and socialisation.

The transformation in the exercise of authority over recent decades is conveyed by the move from a model of authority based on statutory positions, order and inculcation, execution and control, to a new model, requiring precise analysis, and which is based more on competences, objectives, performance and evaluation.

The project’s theoretical and pragmatic objectives are to provide a tool for analysing those ways of exercising authority which facilitate or hinder learning at school and community living. The transformation in the exercise of authority in turn introduces major changes in the processes of learning, of orientation and integration of norms and of knowledge, but also in the ways in which identities are formed, projects defined and responsibilities taken. The ultimate aim is therefore to provide a new approach to the exercise of authority in an interdisciplinary perspective. The scientific importance is also in exploring the way in which the exercise of authority in the family and at school on the one hand, and the development and socialisation of children on the other, are linked.

The field research comprises two phases. The first phase consists of a questionnaire distributed to around 500 pupils aged 12 and 15 years from three schools and semi-guided interviews with 50 randomly selected parents of each age group, and 30 teachers. The second phase is a longitudinal follow-up, a year later, of the 100 parents and their children.

From the scientific viewpoint, the project aims to develop and provide a new approach to the exercise of authority within a dynamic perspective. From the pragmatic viewpoint, this study is intended for partners of the school, for families and for professionals assisting families in difficulty. The work should clarify the contested calls for the strengthening of the exercise of authority and the (sometimes chaotic) implementation of new educational and pedagogical orientations.

Direct link to Lay Summary Last update: 21.02.2013

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