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Elementary Education in France
Kathryn M. Anderson-Levitt, Régine Sirota and Martine Mazurier
The Elementary School Journal
Vol. 92, No. 1, Special Issue: International Education (Sep., 1991), pp. 79-95
Published by: The University of Chicago Press
Stable URL: http://www.jstor.org/stable/1002077
Page Count: 17
You can always find the topics here!Topics: Children, Elementary schools, Teachers, Private schools, Classrooms, Elementary school curricula, Parents, Middle schools, Students, Social classes
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Despite important changes since the 1950s, French elementary education remains a highly centralized national system that emphasizes the written language. Classroom practices and teacher preparation differ from the American system as do France's historical concern with centralization and the role of private schools. However, the basic problem of making mass education truly democratic is the same. In principle, French children of all social classes and ethnic backgrounds receive the same education, but tracking continues implicitly-through grade retention rather than ability grouping. Although not as democratic as billed, French elementary and preelementary education definitely reaches the masses and within just a few generations has powerfully shaped the sense of French identity.
The Elementary School Journal © 1991 The University of Chicago Press