Presses de Sciences Po
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COM.ONIXSUITE.9782724634846
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Presses de Sciences Po
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2724634845
03
9782724634846
15
9782724634846
BC
02
12685666
01
Agora débats/jeunesses
Le laboratoire d'idées au service des acteurs de la jeunesse
01
Agora débats/jeunesses 75, 2017
L'entrepreneuriat et les jeunes
01
GCOI
27246100852000
1
A01
03
1
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fre
168
00
168
03
SOC000000
JHB
29
2012
3081
Sciences sociales
01
06
22
02
01
<p>L'entrepreneuriat et les jeunes<br />
Un dossier coordonné par Caroline Verzat, Angélica Trindade-Chadeau et Olivier Toutain</p>
<p>Depuis quelques années, le débat autour de l'entrepreneuriat, et notamment celui des jeunes, est en plein essor. Qu'il soit porté par des institutions internationales (Commission européenne, OCDE, Banque mondiale..) ou par des organisations nationales (universités) voire locales (associations, couveuses), il trouve sa source d’inspiration dans une certaine interprétation de la société et de la place des jeunes.</p>
<p>L’ambition de ce dossier est d’éclairer les dimensions pédagogiques et ontologiques de l’enseignement de l’entrepreneuriat, les enjeux de l’insertion professionnelle et le rôle de l’école. Par leur analyse des pratiques de formation à l’entrepreneuriat, les auteurs montrent la diversité des questionnements liés aux expériences d’éducation à l’entrepreneuriat, quel que soit le profil des jeunes concernés et des espaces de socialisation.</p>
03
<p>L'entrepreneuriat et les jeunes<br />
Un dossier coordonné par Caroline Verzat, Angélica Trindade-Chadeau et Olivier Toutain</p>
<p>Depuis quelques années, le débat autour de l'entrepreneuriat, et notamment celui des jeunes, est en plein essor. Qu'il soit porté par des institutions internationales (Commission européenne, OCDE, Banque mondiale..) ou par des organisations nationales (universités) voire locales (associations, couveuses), il trouve sa source d’inspiration dans une certaine interprétation de la société et de la place des jeunes.</p>
<p>L’ambition de ce dossier est d’éclairer les dimensions pédagogiques et ontologiques de l’enseignement de l’entrepreneuriat, les enjeux de l’insertion professionnelle et le rôle de l’école. Par leur analyse des pratiques de formation à l’entrepreneuriat, les auteurs montrent la diversité des questionnements liés aux expériences d’éducation à l’entrepreneuriat, quel que soit le profil des jeunes concernés et des espaces de socialisation.</p>
02
Quelles sont les dimensions pédagogiques et ontologiques de l'enseignement de l'entrepreneuriat, les enjeux de l'insertion professionnelle et le rôle de l’école ? Par leur analyse des pratiques de formation à l’entrepreneuriat, les auteurs montrent la diversité des questionnements liés aux expériences d’éducation à l’entrepreneuriat.
01
<p><strong>"All equal before science?"</strong></p>
<p>Evaluating the effects of a project on gender equality in sciences</p>
<p>Christine Détrez, Clémence Perronnet</p>
<p>This article analyses the "evaluation" of an educational project on gender equality in sciences at primary school. It takes a reflexive perspective on the practices evaluating these programmes, revealing different socially situated meanings of the word “evaluate”. The results presented here are based on a longitudinal qualitative study using observations and interviews with children and adults participating in the project, and revealing the ambivalent effects of education for equality. A first analysis shows that equality is visible more in discourses than in practices, and that “repressed” stereotypes regularly resurface. However, unexpected results are also revealed, particularly in relation to the sociological study itself.</p>
<p></p>
<p><strong>Dress practices and expressions of gender</strong></p>
<p>Contrasting effects of school context</p>
<p>Stéphanie Barrau</p>
<p>Based on a comparative ethnographic study of dress practices among high school students, this study accounts for the effects of social and school contexts on the process of gender construction, and the various ways of investing it. The analysis questions the identification process within a group of the same sex, and the ways in which sexually differentiated and hierarchical norms and practices are internalised. Plural gender models coexist and can evolve from one school milieu to another, within the same milieu and within a group of the same sex. These variations underline the effects of bodily socialization and different socialising contexts in the various different ways of “doing gender.”</p>
<p></p>
<p><strong>Non-use of international mobility</strong> among less privileged young people</p>
<p>An example of prevented empowerment in a non-formal framework</p>
<p>Francine Labadie, Clotilde Talleu</p>
<p>If allowing young people with fewer opportunities to access international mobility outside the school system is an important political objective at the European and national level, it does not yet seem to have been reached in France. Based on a qualitative study conducted by INJEP, this article shows the obstacles – stemming from representations, norms or institutional mechanisms – present in social and professional integration structures which are frontline advisors in these young people's mobility. These obstacles can lead to cases of “non-use” due to “non-proposition”, which is particularly regrettable given the significations this kind of experience can have for young people, who see them as an opportunity to shape themselves as autonomous beings, free to make their own choices and to decide which direction they will pursue.</p>
<p></p>
<p><strong>SPECIAL ISSUE</strong></p>
<p></p>
<p><strong>Young people and entrepreneurship</strong></p>
<p>Feature coordinated by Caroline Verzat, Angélica Trindade-Chadeau and Olivier Toutain</p>
<p></p>
<p>Introduction</p>
<p><strong>Promises and realities of entrepreneurship for young people</strong></p>
<p>Caroline Verzat, Angélica Trindade-Chadeau, Olivier Toutain</p>
<p></p>
<p><strong>Entrepreneurial projects at primary school</strong>: inherent tensions in integrating the school form</p>
<p>Matthias Pepin</p>
<p>Although the object of a very motivating discourse on an international level, the introduction of entrepreneurship into the area of education is by no means selfevident. The author of this article develops the idea that one explanatory factor limiting the implementation of entrepreneurial projects at school, as privileged tools for developing entrepreneurial education, is found in the concept of the “school form”. Indeed the school form symbolises a movement of withdrawal, with the school being separated off from the rest of society, whilst entrepreneurial projects represent a movement of openness, reintroducing “real life” into the school. The tensions that stem from this encounter between two opposing logics are at the heart of this article, illustrated with results from doctoral research in education sciences conducted in Quebec.</p>
<p></p>
<p><strong>Adolescent collective action</strong>: first steps as entrepreneurs?</p>
<p>Emmanuelle Maunaye, Fransez Poisson</p>
<p>This article questions the impact that collective experiences of entrepreneurship such as the Youth Services Cooperative (CJS) or the Junior Associations (JA), have on adolescents. The CJS and the JA constitute learning spaces which enable the development of knowledge and self-management skills. Collective entrepreneurial learning is more vague. The study conducted in these two organisations shows that although the CJS has an educational objective, it is not particularly involved in the pursuit of collective activities between members. However, the JA observed here was able to transform itself into an association that still operates according to an entrepreneurial logic based on volunteer-work.</p>
<p></p>
<p><strong>Young people more or less ready to become entrepreneurs</strong></p>
<p>From participation in amateur sports to creating sports tourism businesses</p>
<p>Fanny Dubois, Philippe Terral</p>
<p>The objective of this article is to examine young peoples' entrepreneurship in the sector of sports tourism. It explores the different ways these entrepreneurs “convert” their amateur sporting practice into professional activity. The analysis reveals two main profiles of young entrepreneurs and shows the different ways in which the need and the opportunity to create a business combine depending on the trajectories and resources accumulated by the creators. The authors also study the effects of public and private programmes to promote business creation. Finally, this research shows how the cultural practices of young people – in this case recreational sports – constitute essential resources for the development of various forms of entrepreneurship.</p>
<p></p>
<p><strong>What is a startupper?</strong></p>
<p>Tiphaine Liu</p>
<p>The study of startuppers – or those who create start-ups – constitutes the basis of this research, based on qualitative methodology through semi-directive interviews. Through discourse analysis and in light of the scientific literature, the author aims to question the attraction for start-up entrepreneurs in France – along the lines of their cousins in Silicon Valley. These results show that startuppers are driven by a strong desire for change, which is incarnated in their concrete creations, and that they take on paradoxical identity projections. In this respect they constitute the profile of an innovative and entirely new social actor.</p>
03
<p><strong>"All equal before science?"</strong></p>
<p>Evaluating the effects of a project on gender equality in sciences</p>
<p>Christine Détrez, Clémence Perronnet</p>
<p>This article analyses the "evaluation" of an educational project on gender equality in sciences at primary school. It takes a reflexive perspective on the practices evaluating these programmes, revealing different socially situated meanings of the word “evaluate”. The results presented here are based on a longitudinal qualitative study using observations and interviews with children and adults participating in the project, and revealing the ambivalent effects of education for equality. A first analysis shows that equality is visible more in discourses than in practices, and that “repressed” stereotypes regularly resurface. However, unexpected results are also revealed, particularly in relation to the sociological study itself.</p>
<p></p>
<p><strong>Dress practices and expressions of gender</strong></p>
<p>Contrasting effects of school context</p>
<p>Stéphanie Barrau</p>
<p>Based on a comparative ethnographic study of dress practices among high school students, this study accounts for the effects of social and school contexts on the process of gender construction, and the various ways of investing it. The analysis questions the identification process within a group of the same sex, and the ways in which sexually differentiated and hierarchical norms and practices are internalised. Plural gender models coexist and can evolve from one school milieu to another, within the same milieu and within a group of the same sex. These variations underline the effects of bodily socialization and different socialising contexts in the various different ways of “doing gender.”</p>
<p></p>
<p><strong>Non-use of international mobility</strong> among less privileged young people</p>
<p>An example of prevented empowerment in a non-formal framework</p>
<p>Francine Labadie, Clotilde Talleu</p>
<p>If allowing young people with fewer opportunities to access international mobility outside the school system is an important political objective at the European and national level, it does not yet seem to have been reached in France. Based on a qualitative study conducted by INJEP, this article shows the obstacles – stemming from representations, norms or institutional mechanisms – present in social and professional integration structures which are frontline advisors in these young people's mobility. These obstacles can lead to cases of “non-use” due to “non-proposition”, which is particularly regrettable given the significations this kind of experience can have for young people, who see them as an opportunity to shape themselves as autonomous beings, free to make their own choices and to decide which direction they will pursue.</p>
<p></p>
<p><strong>SPECIAL ISSUE</strong></p>
<p></p>
<p><strong>Young people and entrepreneurship</strong></p>
<p>Feature coordinated by Caroline Verzat, Angélica Trindade-Chadeau and Olivier Toutain</p>
<p></p>
<p>Introduction</p>
<p><strong>Promises and realities of entrepreneurship for young people</strong></p>
<p>Caroline Verzat, Angélica Trindade-Chadeau, Olivier Toutain</p>
<p></p>
<p><strong>Entrepreneurial projects at primary school</strong>: inherent tensions in integrating the school form</p>
<p>Matthias Pepin</p>
<p>Although the object of a very motivating discourse on an international level, the introduction of entrepreneurship into the area of education is by no means selfevident. The author of this article develops the idea that one explanatory factor limiting the implementation of entrepreneurial projects at school, as privileged tools for developing entrepreneurial education, is found in the concept of the “school form”. Indeed the school form symbolises a movement of withdrawal, with the school being separated off from the rest of society, whilst entrepreneurial projects represent a movement of openness, reintroducing “real life” into the school. The tensions that stem from this encounter between two opposing logics are at the heart of this article, illustrated with results from doctoral research in education sciences conducted in Quebec.</p>
<p></p>
<p><strong>Adolescent collective action</strong>: first steps as entrepreneurs?</p>
<p>Emmanuelle Maunaye, Fransez Poisson</p>
<p>This article questions the impact that collective experiences of entrepreneurship such as the Youth Services Cooperative (CJS) or the Junior Associations (JA), have on adolescents. The CJS and the JA constitute learning spaces which enable the development of knowledge and self-management skills. Collective entrepreneurial learning is more vague. The study conducted in these two organisations shows that although the CJS has an educational objective, it is not particularly involved in the pursuit of collective activities between members. However, the JA observed here was able to transform itself into an association that still operates according to an entrepreneurial logic based on volunteer-work.</p>
<p></p>
<p><strong>Young people more or less ready to become entrepreneurs</strong></p>
<p>From participation in amateur sports to creating sports tourism businesses</p>
<p>Fanny Dubois, Philippe Terral</p>
<p>The objective of this article is to examine young peoples' entrepreneurship in the sector of sports tourism. It explores the different ways these entrepreneurs “convert” their amateur sporting practice into professional activity. The analysis reveals two main profiles of young entrepreneurs and shows the different ways in which the need and the opportunity to create a business combine depending on the trajectories and resources accumulated by the creators. The authors also study the effects of public and private programmes to promote business creation. Finally, this research shows how the cultural practices of young people – in this case recreational sports – constitute essential resources for the development of various forms of entrepreneurship.</p>
<p></p>
<p><strong>What is a startupper?</strong></p>
<p>Tiphaine Liu</p>
<p>The study of startuppers – or those who create start-ups – constitutes the basis of this research, based on qualitative methodology through semi-directive interviews. Through discourse analysis and in light of the scientific literature, the author aims to question the attraction for start-up entrepreneurs in France – along the lines of their cousins in Silicon Valley. These results show that startuppers are driven by a strong desire for change, which is incarnated in their concrete creations, and that they take on paradoxical identity projections. In this respect they constitute the profile of an innovative and entirely new social actor.</p>
02
Table of contents - SPECIAL ISSUE: Promises and realities of entrepreneurship for young people - Entrepreneurial projects at primary school - Adolescent collective action - Young people more or less ready to become entrepreneurs - What is a startupper?
04
<p>DOSSIER</p>
<p>Introduction. <strong>Promesses et réalités de l'entrepreneuriat des jeunes</strong><br />
Caroline Verzat, Angélica Trindade-Chadeau, Olivier Toutain</p>
<p><strong>Le projet entrepreneurial à l'école primaire</strong> : tensions inhérentes à son intégration à la forme scolaire<br />
Matthias Pepin</p>
<p><strong>L’action collective des adolescents</strong> : premiers pas d’entrepreneurs ?<br />
Emmanuelle Maunaye, Fransez Poisson</p>
<p><strong>Des jeunes plus ou moins prêts à devenir entrepreneurs</strong>. De l’engagement sportif amateur à la création d’entreprises de tourisme sportif<br />
Fanny Dubois, Philippe Terral</p>
<p><strong>Qu’est-ce qu’un startuper ?</strong><br />
Tiphaine Liu</p>
<p>HORS DOSSIER<br />
« Toutes et tous égaux devant la science » ? Évaluer les effets d’un projet sur l’égalité filles-garçons en sciences<br />
Christine Détrez, Clémence Perronnet</p>
<p>Pratiques vestimentaires et expressions du genre.<br />
Effets de contextes scolaires contrastés<br />
Stéphanie Barrau</p>
<p>Le non-recours à la mobilité internationale chez les jeunes avec moins d’opportunités. Un exemple de capacitation empêchée dans le cadre<br />
non formel, Francine Labadie, Clotilde Talleu</p>
44
<p style="text-align: justify;">S'adressant tant aux chercheurs et universitaires qu'aux professionnels, auxélus, aux responsables etmilitants associatifs, <em><strong>Agora débats/jeunesses</strong></em>permet — par l'observation des politiques publiques etdes évolutions dansles domaines de l'éducation, de l'animation, de la vie associative — de mieuxcomprendre la place réservée aux jeunes en France et à l’étranger.<br /> Seule revue de sciences humaines et sociales entièrement consacrée àla jeunesse, <em><strong>Agoradébats/jeunesses</strong></em> entend soutenir la vitalité de larecherche, étayer la réflexion collective etcontribuer à animer le débatsocial sur tous les sujets qui concernent la jeunesse.</p>
44
<p><em><strong>Agora débats/jeunesses</strong></em>aims to promote reflection and knowledge on youth and youth policies to better understand contemporary dynamics.</p>
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