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            <title xml:lang="en">Arranged/Accommodated Curriculum in Colonial Situation on Reunion Island : Professorial Judgment and Student Agency at the Leconte de Lisle Secondary School (1927-1946)</title>
            <title xml:lang="fr">Curriculum arrangé/accommodé à l'école coloniale réunionnaise : Jugement professoral et agentivité des élèves au lycée Leconte de Lisle (1927-1946)</title>
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                <title xml:lang="en">Arranged/Accommodated Curriculum in Colonial Situation on Reunion Island : Professorial Judgment and Student Agency at the Leconte de Lisle Secondary School (1927-1946)</title>
                <title xml:lang="fr">Curriculum arrangé/accommodé à l'école coloniale réunionnaise : Jugement professoral et agentivité des élèves au lycée Leconte de Lisle (1927-1946)</title>
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                <authority type="institution">Université de la Réunion</authority>
                <authority type="school">École doctorale Sciences humaines et sociales (Saint-Denis, La Réunion ; 2010-....)</authority>
                <authority type="supervisor">Nathalie Wallian</authority>
                <authority type="supervisor">Pierre-Éric Fageol</authority>
                <authority type="jury">Mylène Eyquem-Lebon [Président]</authority>
                <authority type="jury">Nathalie Carminatti [Rapporteur]</authority>
                <authority type="jury">Vincent Grosstephan [Rapporteur]</authority>
                <authority type="jury">Xavier Riondet</authority>
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                <term xml:lang="en">Reunion island</term>
                <term xml:lang="en">Agency</term>
                <term xml:lang="en">Written assignments</term>
                <term xml:lang="en">Curriculum</term>
                <term xml:lang="en">Colonial history</term>
                <term xml:lang="en">Didactics</term>
                <term xml:lang="fr">La Réunion</term>
                <term xml:lang="fr">Agentivité</term>
                <term xml:lang="fr">Compositions écrites</term>
                <term xml:lang="fr">Curriculum</term>
                <term xml:lang="fr">Histoire coloniale</term>
                <term xml:lang="fr">Didactique</term>
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              <p>Reunion's colonial heritage bears the traces of a domination of which one of the instruments is school. If the paradox of a national education applies in a local context, what school practices allow the emergence of a cultivated elite that is impervious to local cultural data? The purpose of this study is to contrast the traces of evaluated student activities under the prism of the interwar/contemporary society in an elite school (Lycée Leconte de Lisle, St Denis, La Réunion). The intersection of expectations between student productions and evaluation methods makes it possible to restore the logics of the cultural domination of the metropolis as well as the strategies of hybridization, whether "arranged/accommodated" or "arranged/accommodated", which authorize new forms of schooling. The contrasting anthropo-didactic approach of two historical contexts will thus allow Cultural Studies to question the meaning of the school institution in the light of the problems of contextualization and globalization of a society undergoing hybridization in and through the school.</p>
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              <p>L'héritage colonial réunionnais porte les traces d'une domination dont l'un des instruments est l'école. Si le paradoxe d'une éducation nationale s'applique en contexte local, quelles pratiques scolaires autorisent l'émergence d'une élite cultivée mais imperméable aux données culturelles locales ? L'objet de cette étude consiste à mettre en contraste les traces d'activités évaluées d'élèves sous le prisme de la société d'entre-deux guerres/contemporaine dans un établissement d'élite (Lycée Leconte de Lisle, St Denis, La Réunion). Le croisement des attentes entre productions d'élèves et modalités d'évaluation permet de restituer les logiques de la domination culturelle de la métropole ainsi que les stratégies d'hybridation, qu'elles soient de type "arrangé/accommodé", qui autorisent de nouvelles formes scolaires. L'approche anthropo-didactique contrastive de deux contextes historiques autorisera ainsi le questionnement au sein de Cultural Studies du sens de l'institution scolaire au regard des problématiques de contextualisation et de globalisation d'une société en cours d'hybridation dans et par l'école.</p>
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