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Identity construct and relation to knowledge
by Frédéric Haeuw
Professional and personal identity is directly
linked to relation to knowledge which actually
means relation to oneself, to others, to the whole
world. Each person grasps knowledge in one's own
way, structuring one's identity which, in return,
influences one's reality grasp, through continual
backwards and forwards motion strengthening
structures.
From this assumption, the author outlines his profes¬
sional career, remembering the events, encounters,
influences which he had been aware or unaware of,
which were decisive moments for his practician path
and which may explain his commitment to training
especially in the field of self-education and his eager¬
ness to promote learning styles based on learners'
autonomy and accountability.
Finding a way between dream and reality
by Marie-Christine Presse
Dormitory town... shanty town... halfway houses...
university. Along suburbs, a path has been marked
out, on the occasion of encounters, readings. This
path led me to writing a thesis and presenting it,
which is, as B. Chariot says it, "one of the most beau¬
tiful moment in life", a moment when dream and rea¬
lity meet. Born in a trouble area, which left its lasting
mark on me, I chose the side of audiences - adults and
children - that were particularly withdrawn from trai¬
ning opportunies. It was neither the result of chance
or of necessity, I was merely faithful to the values that
determined my professional and individual choices.
If I had to do it again I would choose the same path,
which combines the pleasure of researching, of tea¬
ching and of reading.
History contradictions : pioneers' experience
of school psychology and "maladjusted children"
by Nathalie Bélanger
This article presents the origin of the problematics
underlying the author's doctoral thesis, dealing with
the experience of earliest school psychologists in
France (as soon as 1945) and their role in the field of
"maladjusted youth". According to the initial Wallon
project, school psychology was aiming at furthering
child adjustment to school and conversely. In fact,
school psychology was soon associated with youth
maladjustment and education of children with spe¬
cial needs. Through a sociological approach of school
psychology emergence and development, we can try
to understand whether school psychology develo¬
ping during the 40's and 50's is the result of social
request expressed by school or a claim created by
school psychologists themselves.
Academic identities and generation : a thesis path
by Monique Landesmann
When describing the steps of her professional deve¬
lopment leading to the presentation of a thesis, the
author mentions benchmarks and obstacles she had
to overcome.
She particularly stesses her dual identity and linguis¬
tic belonging : she is both a teacher/researcher at
Mexico Autonomous University ("UNAM") and, for
personal reasons, a postgraduate student at Nanterre
University (Paris X) writing her thesis in France but
about a problem concerning Mexican university : viz
identity problems of university teachers in bioche¬
mistry at UNAM - a subject that was related to her
personal concerns. The aim of her thesis is to recons¬
truct the social path and the process of creation of
academic identity of those teachers.
From operating subject to existential subject :
writing a thesis, going beyond pre-established
thought frameworks or learning how to construct
the liberty to ask questions
by Brigitte Lemius
Doctoral student path is punctuated with obstacles
(professional, intellectual...) that are surpassed.
Intermediate pieces of work (professional diary, refe¬
rence-based theoritical analyses descriptions of
classroom practice...) compose a kind of hypertext
sustaining thought processes. Researcher position
linked to the position of teacher/librarian in a school
for handicapped children - in that case, children with
motor handicaps - lead to reflection on hypertext
writing by low level pupils who, because of their han¬
dicap, represent an exemplary case. Interventions
feed back questions premises and modify the initial
construct of die object, which does not constitute a
failure but, on the contrary, an opportunity fo thin¬
king differently.
206 PERSPECTIVES DOCUMENTAIRES EN ÉDUCATION, N° 49, 2000