Ahearne, Jeremy. (2011) Designs on the popular : framings of general, universal and common culture in French educational policy. International Journal of Cultural Policy, Vol.17 (No.4). pp. 421-437. ISSN 1477-2833

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Abstract

This article examines the culture-shaping strategies pursued through French educational policies. It traces the process through which the republican education system claimed legitimacy to bring all citizens into its universalising embrace, and to institute a form of national popular culture. At the same time, the article shows how specifications of esoterically ‘universal’ and ‘general’ curricular content were used to maintain barriers between elite and popular classes. The article then explores endeavours since the 1940s to delineate more democratically framed notions of ‘general’ or ‘common’ culture, and the difficulties that have accompanied the integration of such perspectives into mass secondary schooling since the 1960s. In particular, one sees in France persistent disjunctions between the ‘universal’ cultures carried by academic curricula and contemporary popular cultures and experience (though the balance of power between these poles has shifted in some respects).

Item Type:	Journal Article
Subjects:	H Social Sciences > HM Sociology J Political Science > JN Political institutions (Europe) L Education > LB Theory and practice of education
Divisions:	Faculty of Arts > Theatre, Performance and Cultural Policy Studies > Centre for Cultural Policy Studies Faculty of Arts > French Studies
Library of Congress Subject Headings (LCSH):	France -- Cultural policy, Education and state -- France, Popular culture -- France, Education, Secondary -- France
Journal or Publication Title:	International Journal of Cultural Policy
Publisher:	Routledge
Place of Publication:	London
ISBN:	9780415698078
ISSN:	1477-2833
Book Title:	Policy and the Popular
Editor:	Looseley , David
Date:	2011
Volume:	Vol.17
Number:	No.4
Number of Pages:	104
Page Range:	pp. 421-437
Identification Number:	10.1080/10286632.2010.549560
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
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URI:	http://wrap.warwick.ac.uk/id/eprint/41274

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