What Practices for a Better Democratization of School Aids?

Diallo Seykhou


A recent strong thesis questioned actors in the field (teachers, college principals, teaching assistants, students, senior education advisors) on the question of aid as a means of democratization of the school, success of more destitute. Four positions emerged with institutional, pedagogical and family recommendations. They all express practices whose aims are the fight against failure, school dropout and inequalities. The theoretical framework is part of the work of Bautier and Rochex, (1997), and Broccholichi (1995), Meirieu (2001). The methodology consists of thirty-nine semi-structured interviews and the treatment is a thematic analysis of content. The originality of the study is the reflection at better conditions for useful aids outside the classroom.

Thus, through a deductive approach, we have drawn some conditions for the help to be useful to students outside the classroom: to improve the diagnosis of school difficulty; target aid; put coherence in the actions; promote student volunteering with complementary modules based on a skills framework; reform the tasks. The success of aids also depends on changes to be made outside the classroom; reorganize the personalized help; focus on fundamental learning and diversify teaching methods: set up complementary modules with a reference system of skills; avoid the multiplication of aids; change the structure of the aid; integrate help into the teaching profession; train the actors of the helpers; change school rhythms, really involve families; evaluate the aid Strengthen the partnership between the aid and external actors.


practices; democratization; conditions; help; actors

Full Text:

View PDF


Bardin, L. (2001). Content analysis. Paris, France: PUF (10th edition).

Bautier, E, & Rochex, J. Y. (1997). The experience of new high school students. Democratization or Massification? Paris, France: Armand Colin.

Bourdieu, P., & Passeron, J. C. (1964). The Heirs. Students and culture. Paris, France: Midnight.

Broccholichi, S. (1995). New orientations and segregations in secondary education. Contemporary society, 21, 15-27.

Kherroubi, M. (2004). Out-of-class educational activities. In J. F. Marcel (Coord.), Teaching practices outside the classroom (pp. 19-30). Paris, France: Harmattan.

Meirieu, P. (2013). Ten reversals needed to build a democratic school. Retrieved from: https://www.meirieu.com/MANIFESTESETPROPOSITIONS/dixrenversements.pdf

DOI: http://dx.doi.org/10.18662/rrem/106


  • There are currently no refbacks.

Copyright (c) 2019 The Authors & LUMEN Publishing House

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright © RREM | A LUMEN Peer Reviewed Open Access Journal

Covered in | Web of Sciences (WOS); EBSCO; Google Scholar; Index Copernicus; Ideas RePeC; Econpapers; Socionet; CEEOL; Ulrich ProQuest; Cabell, Journalseek; Scipio; Philpapers; SHERPA/RoMEO repositories; KVK; WorldCat; CrossRef; CrossCheck.