Colloque Université Paris 8 les 3,4 et 5 juin 2019 : Georges Lapassade, une pensée et des pratiques pour aujourd’hui ?
Georges Lapassade (1924-2008) fut une personnalité centrale et pourrait-on dire, emblématique de l’université Paris 8, de la période de Vincennes à celle de Saint-Denis. Enseignant au département de sciences politiques dès 1972, il a rejoint rapidement celui des sciences de l’éducation à partir de 1973. Son œuvre, plurielle et polyphonique, le fit passer par des milieux de pensée et de pratiques nombreux et hétérogènes, et fait de lui un témoin incontournable non seulement de l’histoire de notre université, mais aussi de l’histoire des idées et des sciences sociales depuis les années 1950. Il explora aussi bien l’analyse institutionnelle, mouvement dont il fut l’un des initiateurs à côté d’autres personnalités comme René Lourau ou Félix Guattari, que l’ethnographie du mouvement hip-hop dès le début des années 1990, en passant par la pédagogie institutionnelle autogestionnaire, la fréquentation du séminaire de Georges Canguilhem et les premières expériences de la psychosociologie française dans les années 1960, le candomblé brésilien, le Living Theatre, le Front homosexuel d’action révolutionnaire, les rites gnaouas marocains, la bioénergie, l’ethnométhodologie, le néotarentisme dans le Salento, sans oublier Mai 68, événement auquel il offrit tout son enthousiasme.
Ses terrains variés d’observation et d’intervention sociale, ses méthodes hétérodoxes et souvent provocantes, ses happenings, la radio libre et les cours sur le rap qu’il institua à l’intérieur de notre université, ont participé activement d’une pensée critique de l’éducation, interrogeant toujours très finement l’implication de Paris 8 à Saint-Denis dans le contexte de son territoire urbain et populaire, et proposant plus largement les linéaments d’une pensée critique du social originale et en acte. Quant à son œuvre écrite, elle ne se limite pas aux nombreux ouvrages publiés par des éditeurs comme Minuit – où il publie en 1963 l’un de ses livres les plus célèbres, L’entrée dans la vie, essai philosophique sur l’inachèvement de l’être humain et déconstruction du « mythe de l’adulte ». Ecrivain prolifique, à l’instar d’Harold Garfinkel et de l’ethnométhodologie californienne dont il fut l’un des premiers passeurs en France à la fin des années 1980, nombre de textes de Georges Lapassade ont aussi circulé « sous le manteau », laissant de nombreux carnets, de journaux d’observation de la vie universitaire ou issus de ses nombreux voyages, de notes de lecture…
Organisé par le laboratoire Experice en collaboration avec l’Université populaire Ernesto de Martino, les journées « Georges Lapassade, une pensée et des pratiques pour aujourd’hui ? », s’inscrivent dans la suite de celles qui furent organisé en 2009, « L’héritage de Georges Lapassade », qui se tinrent peu après sa disparition, dans le cadre du quarantième anniversaire de Paris 8. Mais alors que cet événement se pensait comme un hommage à un collègue récemment disparu et à son œuvre, il s’agira ici plutôt de mettre au centre ses apports théoriques et pratiques pour une pensée critique des institutions et de l’éducation, pour aujourd’hui.
Nous explorerons ensemble la transversalité lapassadienne : les sciences sociales en transe ; l’enquête selon Lapassade ; l’ « entrée dans la vie » aujourd’hui ; la dissociation, les états modifiés de conscience ; la pluralité des écritures lapassadiennes. Seront convié-e-s à participer à ces journées, que nous voudrons le plus ouvert possible, des universitaires, des pédagogues, des artistes, des musicien-n-es, des éditeurs, des activistes d’Italie, du Maroc et d’Amérique latine, des étudiant-e-s de Paris 8, des collègues d’autres départements de notre Université intéressé-e-s par l’œuvre de Lapassade… Un volet de ces rencontres sera aussi consacré à présenter les « archives Lapassade » et les perspectives qu’elles ouvrent du point de vue de la recherche et de l’histoire des idées et de la pensée pédagogique critique. Celles-ci constituent également une ressource documentaire très précieuse pour (re-) problématiser la singularité de notre université et ses possibles pour aujourd’hui. Pour appuyer ces échanges, des moments musicaux, de projection audiovisuelle et de convivialité, seront indispensables.
Invitation to contribute to a research symposium on the development of ethnography in educational research
in the Nordic countries MARCH 2020
This invitation is to educational researchers to contribute to a symposium about the position and developments of ethnography in educational research in the Nordic countries at the forthcoming NERA Congress on March 4th to 6th, 2020 in Turku, Finland. The focus of the symposium will on ethnographic research methodologies and their development in education research in the Nordic countries in recent decades, but historical contributions are also valuable. Interest for participating in the symposium should be signalled to both organisers:
Dennis Beach, Borås University and University of Gothenburg (firstname.lastname@example.org) and
Staffan Larsson, professor em., Linköping University (email@example.com).
Outline and preliminary guidelines
Ethnography and research with labels marking similar research practices, like field studies, are now well established in educational research in the Nordic countries, subsequent to a series of shifts away from experimental, and quasi-experimental quantitative studies in the late 1960s, and a subsequent movement toward qualitative methods that took off in earnest in the 1970s and 1980s. This movement was expressed mainly in connection to deliberations within the philosophy of science and through turns toward phenomenological and hermeneutic methodology. Ethnography and field study based methods came into the Nordic educational research fields also, but more marginally. They moved to the center first toward the end of the 1990s, following the foundation and subsequent actions of the ETNOPED group: a network of researchers led by Sverker Lindblad and Staffan Larsson (Sweden), Sigrun Gumundsdottir (Norway), Karen Borgnakke (Denmark) and Tuula Gordon and Elina Lahelma (Finland) funded by a network grant from the Nordic Council of Ministers between 1998 and 2003. The grant was to support the development of ethnographic research in the region by recruiting and training young PhD and post-Doc researchers. Activities included setting up and coordinating SIGs in major Nordic and European research associations (NFPF and EERA) and organizing pre-conferences in connection to the annual NERA-congress of NFPF and symposia and round-tables at the EERA’s annual ECER meetings. Supervising PhD research and engaging in educational programmes to develop the necessary supervision capacities and knowledge were also part of the activities (Beach, 2010; Larsson, 2006).
These activities were successful and through them ethnography was able to move from being a marginal and regionally uncoordinated research method to becoming a prominent, powerful and organized part of the Nordic education research field. Different periods were involved. First there was an initial growth period between 1998 and 2002 that established a strong presence for ethnography in qualitative educational research in the Nordic countries. Periods of consolidation and stabilization followed (Larsson, 2006). However, there was also a second development. At at the time of the foundation of ETNOPED Nordic educational ethnographers had a relatively marginal position in international educational ethnography. Now several of them have key gate-keeping positions in relation to international publication outlets as reviewers, editorial board members and as journal and handbook editors. Yet despite these successes there are still a number of questions to ask about the developments in the last 20 years. They include but are not restricted to the following:
- Initially ethnography (and similar practices with labels like field studies, case-studies) grew, but since then has this growth continued or stagnated as a choice of methodology in educational research in the Nordic countries?
- Have the concrete practices, like choice of data, length of field work etc. changed and in what ways and respects and which drivers of change have been involved?
- Have the theoretical arguments for choosing ethnography changed?
- Are there areas of research where ethography has been mainstream or more or less hegemonic?
- What marks have been made in the international publishing fora and flora.
- Larsson (2006) noted that Nordic ethnographers had an subordinated position in relation to a angloamerican dominance in ethnographic research: Has something happened here during the last decades? Are Nordic ethnographic researchers cited by international research audiences? And: we can even ask: Do Nordic researchers care to cite each other?
Staffan Larsson has started to check choices of methodology/metods in dissertations in educational research at the universities of Linköping and Gothenburg to get empirical support to address some of the questions. It would certainly be of interest if someone could do something similar in other contexts. However, We think there is a need of painting a broader picture, i.e. covering all countries and also with various ways of addressing questions about to destiny of ethnographic methodologies. Therefore we are proposing a symposium to examine the past growth of and possible future for the ethnography of education in the Nordic countries, and are looking for paper contributions on and related to this overarching theme as we move through and more deeply into what has been internationally identified as “an age of uncertainty” for ethnography. We are looking for contributions examine the processes of development of ethnography of education in the Nordic countries from the 1960s onwards, perhaps with an emphasis mainly on the past two decades. We will ask what were the processes ethnography was established and consolidated, if and in such case also which phases of formation can be found, what relationships there are to other networks and regions, and what kinds of marks are identifiable from Nordic ethnography of education regionally (in educational research) and internationally regarding specifically the field of ethnography of education. In this way the symposium will contribute to the knowledge of ethnographic research and processes of change in research practices and fields over time to answer a question recently posed more generally to the ethnography of education by Martyn Hammersley (2018). Hammersley’s question related to what ethnography is and whether it can and should survive within educational research, given the fundamental disagreements among educational ethnographers today about ontological, epistemological, and axiological matters on the one hand and the current commodification of university research on the other.
Dennis Beach (2010) Identifying and comparing Scandinavian ethnography: comparisons and influences, Ethnography and Education, 5:1, 49-63.
Martyn Hammersley (2018) What is ethnography? Can it survive? Should it? Ethnography and Education, 13:1, 1-17.
Staffan Larsson (2006) Ethnography in Action. How Ethnography was established In Swedish educational research. Ethnography and Education, 1: 2, pp. 177 – 195.
Call for Papers/Registration
Oxford Ethnography and Education Conference 2019
Monday 9th to Wednesday 11th September 2019
We look forward to a continuing stream of international discussion papers that focus on educational contexts and issues through ethnography and ethnographic methods including empirical fieldwork as well as methodological papers focusing on research activity. The conference will be held again at New College Oxford. New College was founded in 1379 by William of Wykeham, and is located on a historic site in the centre of the city.
We always have a large representation from outside the UK – over 50% – and we hope this will continue. As many of you know, we publish a journal, Ethnography and Education, for which papers from the Oxford Ethnography Conference provide a rich resource.
The registration fee for the two-and-a-half-day conference will be £410 (excl. accommodation). PhD students have a reduced fee of £295 (excl. accommodation). The fee includes:
* Tea, coffee and lunch available on Monday 9th, Tuesday 10th and Wednesday 11th September
* A year’s subscription to the Ethnography and Education Journal.
* A free book from the Ethnography and Education Book Series.
We aim to create a positive and collegiate atmosphere, and there will be ample opportunity for people to meet, talk and socialize.
As previously, all papers will be circulated before the conference, via the conference website, to enable 40 minute sessions to be developed almost entirely to a discussion of the research findings, methods and wider issues attached to each paper.
We hope delegates will actively participate with the conference and encourage all delegates to chair at least one session of their choosing (decided on a first come first served basis once a draft timetable has been set).
We encourage you to invite ethnographers from the fringes of education who you feel would welcome such an opportunity.
The number of papers will be limited in order to maintain a high degree of interaction in the sessions. Consequently, abstracts should provide clear evidence of a contribution to knowledge of the education sphere and details of ethnographic methodology.
Electronic abstracts of between 300-500 words should be submitted on the template attached to the bottom of this email to Lisa Russell (firstname.lastname@example.org) by Monday 11th March 2019 and authors will be notified of paper acceptance by Friday 30th March 2019. The abstract should include details of ethnographic methodology and research aims and findings contribution if a substantive paper. Methodological papers are welcomed. Full papers of up to 7000 words are to be submitted by Friday 9th August. Registration for the conference will close on 22nd August 2019.
Registration & Booking
Registration for the conference and a copy of the full paper are due by Aug 14th 2018.
Booking will open in April after delegates have had their abstracts approved. Conference and accommodation booking will be available online. Accommodation costs will be advertised online when booking opens.
Lisa Russell, Huddersfield University, UK (email@example.com)
Jonathan Tummons, Durham University, UK (firstname.lastname@example.org)
Ruth Barley, Sheffield Hallam University, UK (email@example.com)
Rikke Toft Norgaard, Aarhus University, Denmark (firstname.lastname@example.org)
Shari Sabeti, Edinburgh University, UK (email@example.com)
Conference Abstract Template
To submit an abstract for the Oxford Ethnography and Education Conference 2019 please fill out the conference abstract template below.
Oxford Ethnography and Education Conference 2019
Abstract Template (300-500 words)
- – Name(s) of all author(s) with affiliation:
- – Email address of corresponding author:
- – Email address of any other author delegates wishing to attend:
- – Postal address of corresponding author
- – Please indicate if you would like us to keep your email contact address for future correspondence by ticking your preference (YES/NO):
- – Working title:
- – Purpose of paper (please indicate whether this is a substantive OR methodology paper)
- – Findings/results:
- – Contribution to education and ethnography
May 30 & 31, 2019 Western Oregon University Monmouth, Oregon, USA
Deadline for submissions: February 15, 2019
The I Forum on Ethnographic Investigations with Children and Youth will be the first event organized by RIENN [International Network of Ethnographic Research with Children and Youth] outside of Latin America.
The Call for Papers is attached (documents in English, Spanish, and Portuguese).
Pour plus de détails:
CFP_I Forum on Ethnographic Investigations with Children and Youth
‘Going public‘? –Ethnography in Education and Social Work and its Publics
October 31st – November 2nd, 2019
Martin-Luther-University Halle-Wittenberg, Germany
Call for Papers
Ethnography maintains a tense relationship with the public(s). At first glance, it prefers small worlds, microlevel
settings, cultural and institutional practices in a defined, locally observable space. At the same time, it
produces public effects on the encountered local worlds – through the observers entering the field and
most definitely with the publication of their observations. However, ethnography is confronted with forms
of publics that are constitutive of (pedagogical) fields themselves. It also encounters traces of public media,
e.g. scandalizing (social-)pedagogical institutions and influencing the understanding of education, care and
learning. Currently, ethnography is itself increasingly called upon to address broader publics. Against that
background the ‘public’ provides a useful category to reflect the theoretical and methodological
developments within ethnography in educational science and its political role anew.
From the perspective of education and social work the following questions, among
– Which new publics are created or changed in the course of the rising significance of participation regarding
institutional and professional cooperation (e.g. transitions, education landscapes, child protection)?
– How can processes of socialisation and learning in and through digital media be captured by educational
ethnography and how does the understanding of socialisation and learning itself change in these new
– How does the conception of family education change in ethnography in education and social work
considering the new contouring of the public and the private including ‘new attentions for the family’?
Contributions to the conference can be submitted in the following three formats:
- Oral presentation related to the topic of the conference. For oral presentation, 20 minutes are
scheduled as well as 20 minutes for discussion. Abstracts may be up to 500 words long.
- Symposia related to the topic of the conference with up to four contributions to a common,
overarching discussion. For symposia, 120 minutes are scheduled. Abstracts may be up to 800
- Workshops dedicated to concrete (experimental) formats of ethnographic representation. For
workshops 120 minutes are scheduled. Abstracts may be up to 800 words long.
We will especially value English-speaking contributions, symposia or workshops, as (at least) one of the
parallel events will always be conducted in English.
Please submit your abstract in English or German from
the conference home page at: https://mlu.de/ethno2019. Deadline for abstract submissions: February
15th, 2019. The outcome of the selection will be communicated by March 15th, 2019.
For questions and additional information contact: firstname.lastname@example.org.