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PHILIPPE BONGRAND

Presentation

A French associate professor, 41, I have been mainly trained in sociology (Paris 5 Descartes) and political science (Sciences Po Strasbourg, Paris 1 Sorbonne, CURAPP Amiens).

My PhD dissertation (political science, 2009) focused on the genesis of two education policies : i) the design of the French educational system during the 1950s (such a huge goal was indeed possible during this period of high-centralization) ; ii) the design of a policy for socially disadvantaged areas (« ZEP », zones d'éducation prioritaires), 1980s-2000s. This research, in the French field of political science, belongs to the subfield of « socio-histoire ». It's an investigation about ways (legal texts, policy instruments, social coalitions...) for the French state to convince families (and especially working class families) and public teachers that it is worth (possible, useful, fruitful, better than not to take up) schooling.

After this PhD and two one-year post-doctorate positions in Berlin (at the Centre Marc Bloch and at the Max Planck Institut for Human Development), I have been hired as an associate professor in education by the University of Cergy-Pontoise, a few miles away from Paris, and more precisely by the department where teachers are trained. My background interested the staff in order to teach history, sociology and policy of education, but as a matter of fact, they  (partially but significantly) turned me into a (happy) teacher educator. From 2011 on, my teaching mission has been consisting in training pre-service and in-service primary teachers.

Once in my education research lab in Cergy, I had the possibility to initiate and design my own investigation. Thus I have been implementing an idea I got while writing my PhD: « against » my dissertation (and many other French scholarship), which underlined the huge (or even « total ») success of the state attempt to convert populations to the school game during the 20th century, I felt that the narrative was too monochrome and lacked exceptions. This led me to investigate situations where parents refuse to school their children and decide to home educate them. Homeschooling happened to be a fully unresearched topic: in France, everyone has long taken for granted that school is compulsory.

I am currently leading different individual and collective research projects about home education in France. Within the frame of a team which is trying to build (basic but difficult and politically « touchy ») innovative demographics about home education, my own personal focus remains both sociological and political. I interview policy makers, home-visit state officers and home educators, and I analyze public records, in order to research both education policies (ways to design and implement home education regulation) and citizen relationships to the state (social ways for parents to anticipate, endure and comment on public regulation). Thus my main research interests deal with the interaction between public policies and political socialization.

Research topics

Homeschooling, Unschooling, Home Education...

Education Policies

Teacher Education (Pre-service & In-service)

Parent-School Relationships

Publications

Books

École et mutation. Reconfigurations, résistances, émergences[School and Change. New Contexts, Oppositions, Emergence], with Martine Meskel-Cresta, Jean-François Nordmann, Catherine Boré, Séverine Colinet, Marie-Laure Elalouf (Eds.), Bruxelles: De Boeck, 2014.

Le système éducatif, with Maria Vasconcellos, Paris: La Découverte. [The French Educational System], 2013

 

 Journal Articles & Book Chapters

- « Home Education Through the Lens of Municipal Records: A Case Study in the Parisian Suburbs », Peabody Journal of Education, 2019, 94(3).

- « Que faire de la parole des élèves ? La professionnalité enseignante à l’épreuve des dispositifs de prévention du décrochage », Éducation et francophonie, numéro thématique « Entre décrochage(s) et raccrochage(s) scolaires : paroles de jeunes et mises en récit », vol. 47, spring 2019, n°1, p. 229-245. With Pascale Ponté. [What to do with student voice? Teachers’ professionalism put to the test by drop-out prevention measures]

-  « Dilemmes et défis de l’État éducateur face au développement de l’instruction en famille en France », Revue internationale d’éducation de Sèvres, 82, 2019, p. 113-121. [Dilemmas and challenges of the educating state faced with the development of family education in France]

-  « Dénombrer les enfants instruits hors établissement : pratiques, enjeux et problèmes », Revue française de pédagogie, n° 205, 2018, 35-49. With Dominique Glasman. [Counting children and adolescents educated outside schools: practices, issues and problems]

- « Nommer et classer les familles qui instruisent hors établissement : des discours en concurrence pour l’émergence d’un “choix” légitime », Revue française de pédagogie, n205, 2018, p. 21-34. [Naming and classifying families who educate outside of institutions: competing discourses for emergence of a legitimate “choice”]

- « Instruction(s) en famille. Explorations sociologiques d’un phénomène émergent », Revue française de pédagogie, n205, 2018, p. 5-19. With Dominique Glasman. [Home education(s) in France: sociological explorations of an emerging phenomenon]

- « From the Promotion to the Neutralization of Emotions in Student Assessment: Instituting the fiche scolaire for Vocational Guidance in France, 1918-1922 », in Cristina Alarcón, Martin Lawn (ed.), Pupil Assessment Cultures in Historical Perspective, Frankfurt am Main et al., Peter Lang, coll. « Studia Educationis Historica: Bildungsgeschichtliche Studien/Studies in the History of Education/ Estudios de Historia de la Educación », 2018, p. 277-302.

- « Repérer les décrocheurs et/ou réformer l’institution qui les produit ? Comment de futur.e.s enseignant.e.s se forment au “décrochage” » in Line Numa-Bocage, Sabine Kahn, Philippe Tremblay (dir.). Inclusion scolaire, différenciations, dispositifs : les transformations sur l'école. CRIRES, Presses universitaires de Laval, collection "Livres en ligne", 2017 (forthcoming) [Identifying Early-School Leavers or Reforming the Institution ? A Case-Study on the Design and the Implémentation of a Teacher Education Course about "Drop-Out"]. 

- « À propos du rôle des parents dans la persistance d’un “irritant” : les devoirs à la maison », Administration et éducation, 153, March 2017, 87-92 [Discussing the Parents' Responsibility for the Survival of Homework in Elementary School].

- « Socio-histoire des systèmes éducatifs », in Agnès van Zanten, Patrick Rayou (dir.), Dictionnaire de l’éducation, Paris, PUF, 2017, 820-822.  [Socio-History of Educational Systems]

- « "Compulsory Schooling" Despite the Law: How Education Policy Underpins the Widespread Ignorance of the Right to Home Educate in France », Journal of school choice. International Research and Reform, 2016, 10 (3), p. 320-329.

- « Pour une formation des enseignant.e.s au politique », in Hélène Buisson-Fenet, Olivier Rey (dir.), Le politique doit-il se mêler d’éducation ?, Lyon, ENS Éditions, coll. « Entretiens Ferdinand Buisson », 2016, 39-50.   [A Plea for Teaching Politics to Pre-Service Teachers ]

- « Valeurs de la République, valeurs de la classe. L’interprétation des événements de janvier 2015 par des professeurs-stagiaires en ESPÉ », Diversité. Ville-école-intégration, 2015, 182, 123-128. with Jean-François Nordmann [Republic’s values, Classroom’s Values. How New In-service Teachers understood January 2015 Paris Attacks]

« La légitimité précaire de l’expertise. Un “centre de ressources” entre science et politique : le Centre Alain Savary (1993-2004) », Carrefours de l’éducation, 2014, 37, 15-27. [The Precarious Legitimacy of Expertise: The Alain Savary Centre between Science and Politics (1993-2004)] 

« Savoirs et autonomisation de l’administration dans les réformes de l’Instruction publique sous Jules Ferry (1879-1883) », Gouvernement et action publique, 2012, 1 (4), 115-137. [Knowledge and the Autonomization of the Administration in the Public Training Reforms under Jules Ferry (1879–1883)]

« Les savoirs de gouvernement à la frontière entre “administration” et “politique”. Introduction », Gouvernement et action publique, 2012, 1 (4), 7-20, with Julie Gervais et Renaud Payre. [Governing Knowledge at the Border between “Public Administration” and “Policy”]

« La mise en système et l’économicisation de l’enseignement, en France, au début des années 1950 : la fonctionnalisation d’une institution », Politix. Revue des sciences sociales du politique, 2012, 98, 35-56. [Building and Economicizing the French Educational System during the Early 1950s: How an Institution Becomes Functionalized]

« L’introduction controversée de l’“excellence” dans la politique française d’éducation prioritaire (1999-2005) », Revue française de pédagogie, 2011, 177, 11-24. [The controversial introduction of “excellence” in the French priority education policy (1999-2005)]

« L’analyse secondaire d’entretiens en politiques publiques », with Pascale Laborier, in : Dargentas, M., Brugidou, M., Le Roux, D., & Salomon, A.C. (Eds.), L’analyse secondaire en recherche qualitative : une nouvelle pratique en sciences humaines et sociales. Paris: Lavoisier. Collection : Tec & Doc. [Secondary Analysis and Interviewing in Public Policy Analysis] 

- « Integration im Spiegel der neuen ZEP-Politik », Dokumente. Zeitschrift für den Deutsch-französichen Dialog, 2006, 6, 64-68. [« Integration According to the ZEP Policy »]

- « Z.E.P. – Gebiete mit vorrangigen Bildungsaufgaben. Politischer Wandel und theoretische Erkenntnis », in : Deutsch-Französisches Institut (eds),Frankreich Jahrbuch 2005, Wiesbaden, Verlag für Sozialwissenschaften, 2006, 65-82. [« ZEP – Educational Priority Areas. Political Change and Theoretical Knowledge »]

« L’entretien dans l’analyse des politiques publiques : un impensé méthodologique ? », with Pascale Laborier, Revue française de science politique, 2005, 55, 1, 73-111. [Interviewing in Public Policy. A Methodological Iron Cage ?]

« Le travail de mise en circulation des recherches scientifiques auprès des acteurs des politiques publiques », in : Igor Babou, Joëlle Le Marec (eds.), Sciences, médias et sociétés,Lyon, Presses de l’Ecole normale supérieure, 2005, 283-292. [« Making Scientific Knowledge Circulate Among Street-level Actors of an Education Policy. An Ethnographic Insight »]

 

Book Reviews

- « Jessica McCrory Calarco, Negotiating Opportunities. How the Middle Class Secures Advantages in School (Oxford University Press, 2018) », Sociologie, vol. 11.

« Lois (Jennifer), Home Is Where the School Is. The Logic of Homeschooling and the Emotional Labor of Mothering. New York (NY), New York University Press, 2013, x-229 p., $ 22. »Revue française de sociologie, vol. 56, no 2, janvier 2015, p. 394-396.

« G. Felouzis, C. Maroy, A. van Zanten, Les marchés scolaires. Sociologie d’une politique publique d’éducation, Paris, PUF, 2013 », Gouvernement et action publique, vol. 3, n°2, avril-juin 2014, p. 141-144.

 

CV

Education

2002-2009 : PhD in Political Science, summa cum laudeCURAPP, CNRS-University of Picardie, Amiens, France

2001-2002 : MPhil in Sociology, major : Science Studies, magna cum laude, Sorbonne Human and Social Sciences Faculty, Paris Descartes

 2000-2001 :

- MPhil in Political Science, major : Public Policies, cum laude, Sorbonne Politics Departement, Univ. of Paris 1 Panthéon-Sorbonne

- BA in Sociology, magna cum laude, Sorbonne Human and Social Sciences Faculty, Univ. of Paris Descartes

1996–2000 : MA from Sciences Po, major : Public Administration, cum laudeInstitute of Political Studies, University of Strasbourg

1998-1999 : ERASMUS Programme, Visiting Student, Institut für Politikwissenschaft, Leipzig Universität, Germany

1996 : Baccalauréat, major : Mathematics, summa cum laude, Lycée Périer, Marseilles, France 

 

Academic appointments 

Since 2011 : Associate Professor in Education Studies, ÉMA-École, mutation, apprentissages Research Center, University of Cergy-Pontoise, France

2010-2011 : Postdoctoral Research Fellow in History, History of Emotions Research CenterMax-Planck Institut für Bildungsforschung, Berlin, Germany

2009-2010: Postdoctoral Research Fellow in Political Science and History, Centre Marc Bloch, French-German Center for Research in Social Sciences, Berlin, Germany

2005-2007 : Lecturer in Political Science, Sorbonne Departement of Politics, Univ. of Paris 1 Panthéon-Sorbonne

2004-2005 : Adjunct Lecturer in Public Policies ["vacataire"], Faculty of Law and Political Science, University of Picardie,Amiens

2002-2005 : Adjunct Lecturer in Social Sciences ["vacataire"], Nursing School, Nanterre Hospital

2002-2005 : Research Scholar in Political Science ["allocataire de recherche"], Faculty of Law and Political Science, University of Picardie, Amiens

 

Research Projects

2019-2022  SociogrIEF - An Innovative Sociography About Home Education
Funding : ANR (French National Research Agency)
(Principal investigator) 

2018-2020 FrenchHomeEd — Investigating French Home Education
Funding : INEX Paris Seine (Institute of Advanced Studies)
(Principal investigator)

2017-2019  PHEDESCO - "Deschooling" Phenomena
Funding : LLE (Laboratory of Education), CNRS/ENS de Lyon
Co-principal investigator (with Françoise Carraud, University of Lyon) 

2017-2020 LéA GEFAD - Children "Autonomy" Within Schools and Families.
Funding : French Institute of Education (IFé), Versailles School District

2015-2019 PROFET - The Ordinary Practices and Representations of the Governed in their Dealings with the State
Funding : ANR (French National Research Agency) 

 

Awards and grants

2019 : Award for excellence (PEDR, Ministry of Research) (2019-2023)

2016 : Knight's title in the Order of the Academic Palms (French state order for merit in education)

2016 : Global Home Education Conference Research Award

2014 : ERASMUS + Staff Grant for a research exchange,Saint Patrick’s College, Dublin City University

2012 : ERASMUS + Staff Grant for a teaching and research exchange, Universidad Complutense, Museo de Historia de la Educación,  Madrid

2007 : Universitarian Committee for pedagogical information (CUIP), Paris, Laureate of the annual grant of the Committee

2005 : Charles de Gaulle Foundation, Paris, Laureate of one of the 5 annual grants of the Foundation

2003-2005 : Picardie Regional Council, Amiens, PhD Dissertation Fellowship

2002-2003 : French Ministry of Research, Paris, PhD Dissertation Fellowship within the "Program for RenewingEducation and Training Research" (PIREF)

2003 : French Ministry of Foreign Affairs, Paris, Grant for attending the intensive Polish Language Summer School Program, Jagiellonian University, Cracow

1997 : Alsace Regional Council, Strasbourg, Grant for a one-year stay at the Leipzig University, Germany

 

Language skills

French native speaker

Fluent in English and German

Modest speaking and reading in Spanish

Beginner in Polish

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