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- W3157685400 abstract "This chapter reflects on the articulation between the different approaches to accessibility and “effective” accessibility, that is the way in which stakeholders stage and make sense of it in their daily lives, and the way in which they legitimize it, particularly through the lens of a local interpretation of educational policies linked to the schooling of new migrant pupils. It presents the classification rationale at work in producing a legitimate figure of the “allophone”. The chapter shows that the support generated by dedicated public policy is torn between two principles of justice that legitimize the allocation of resources and organize these school paths under pressure: individualization and conforming. It questions the social uses of the schooling programs in light of the stakeholders' work of making sense of and staging accessibility, which will lead us to highlight the existence of the educational inequalities inherent in these processes of hierarchical designation." @default.
- W3157685400 created "2021-05-10" @default.
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- W3157685400 date "2021-04-20" @default.
- W3157685400 modified "2023-09-23" @default.
- W3157685400 title "Social Figures of Allophony, Approaches to Accessibility and Social Inequalities" @default.
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- W3157685400 doi "https://doi.org/10.1002/9781119817956.ch10" @default.
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