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| Revue-éducation | |
|---|---|
| Title | Revue-éducation |
| Discipline | Pedagogy |
| Language | French |
| Abbreviation | Rev.-éduc. |
| Publisher | Institut pédagogique (example) |
| Country | France |
| History | 19xx–present |
| Frequency | Quarterly |
| Issn | 1234-5678 |
Revue-éducation Revue-éducation is a French-language periodical focused on pedagogical theory and practice. Founded in the 20th century, it has published on curriculum reform, teacher training, and comparative schooling across Europe and francophone regions. The journal has engaged with debates linked to policy reforms in Paris, Brussels, Geneva, Ottawa, and Montreal while intersecting with scholarship from Oxford, Cambridge, Harvard, and Sorbonne-based research centers.
Revue-éducation emerged during a period influenced by debates in France, Belgium, Switzerland, Canada, and Tunisia and was shaped by contemporaneous discussions in Paris, Brussels, Geneva, Montreal, and Algiers; its origins reflect trajectories connected to institutions such as École normale supérieure, Université de Paris, Université de Montréal, Université libre de Bruxelles, and Université de Genève. Early editorial networks included figures associated with Jean Piaget, Émile Durkheim, John Dewey, Maria Montessori, and Clélie Varendon (illustrative of pedagogical innovators linked to Sorbonne circles). Over decades the periodical responded to policy shifts driven by events like the May 1968 events in France, the establishment of the European Union, and reforms in national systems such as those in France, Québec, and Belgium while dialoguing with international organizations including UNESCO, OECD, Council of Europe, UNICEF, and World Bank.
The journal's editorial profile situates it among scholarly outlets associated with École des hautes études en sciences sociales, Collège de France, Institut national d'études démographiques, Centre national de la recherche scientifique, and policy-focused journals near Le Monde diplomatique and Revue française de pédagogie; it publishes research articles, critical essays, and pedagogical case studies linked to the practices of École normale supérieure de Lyon, Université de Strasbourg, Université de Bordeaux, Université de Lyon, and Université Clermont Auvergne. Articles often cite or dialogue with work from scholars affiliated with Harvard University, Stanford University, University of Oxford, University of Cambridge, and Massachusetts Institute of Technology while addressing regional systems in Senegal, Morocco, Rwanda, Benin, and Haiti. The scope includes comparative analyses engaging scholars tied to Chicago School of Sociology, Columbia University Teachers College, King's College London, and University of Toronto.
Revue-éducation is issued on a periodic schedule by a publisher connected to academic presses in Paris, Lyon, and Brussels and distributed through academic networks in France, Belgium, Switzerland, Canada, Morocco, Senegal, and Algeria. Library holdings appear in catalogues maintained by institutions such as the Bibliothèque nationale de France, British Library, Library of Congress, Bibliothèque et Archives nationales du Québec, and university libraries at Sorbonne University, University of Oxford, McGill University, and Université Laval. Physical distribution and subscriptions historically relied on partnerships with distributors in Paris, Brussels, and Montreal and attendance at conferences like the World Congress of Comparative Education Societies and meetings of International Bureau of Education.
The periodical has published influential pieces that engaged debates around pedagogues and methods associated with Maria Montessori, John Dewey, Jean-Jacques Rousseau, Jean Piaget, and Lev Vygotsky and responded to curricular controversies connected to reforms in France and Québec. Landmark contributions referenced work from theorists at École normale supérieure, research programs at CNRS, and comparative reports from OECD; special issues have congregated essays on themes linked to May 1968 events in France, the expansion of schooling in postcolonial states such as Senegal and Algeria, and multilingual instruction in contexts like Belgium and Switzerland. Articles have engaged empirical studies from fieldwork in Bangladesh, Niger, Haiti, Madagascar, and Rwanda and policy analysis related to initiatives by UNICEF, World Bank, and UNESCO.
Editorial leadership has included scholars affiliated with École normale supérieure, Université de Paris, Université de Montréal, Université libre de Bruxelles, and Université de Genève, with advisory ties to researchers at Harvard University, Stanford University, University of Oxford, University of Cambridge, and Columbia University. Contributors range from classroom practitioners in Lyon, Marseille, Brussels, and Montréal to policy analysts from OECD, UNESCO, and World Bank and historians connected to Bibliothèque nationale de France and Institut d'histoire du livre. Guest editors have been drawn from networks including Collège de France, Institut national de recherche pédagogique, Centre national de la recherche scientifique, and international centers at UNESCO and International Labour Organization.
The journal has been cited in policy debates involving ministries in France, Québec, Belgium, Switzerland, and Senegal and referenced in research produced at CNRS, INED, Sorbonne, Université de Paris VIII, and Université de Lausanne. Its influence appears in curricular reforms debated alongside reports by OECD, UNESCO, and think tanks in Brussels, Paris, and Montreal and in pedagogical training programs at École normale supérieure and Teachers College, Columbia University. Reviews and critiques have appeared in outlets such as Le Monde, Libération, La Croix, Le Devoir, and academic journals at University of Toronto and McGill University.
Revue-éducation is indexed in regional catalogues like those of Bibliothèque nationale de France, Bibliothèque et Archives nationales du Québec, British Library, and Library of Congress and appears in subject collections maintained by Université de Paris, Université de Montréal, Université libre de Bruxelles, and Université de Genève. Digital availability has been negotiated with repositories at Gallica, university presses in Paris and Montreal, and platforms associated with HAL Archives Ouvertes and institutional repositories at Sorbonne University and Université de Strasbourg.
The periodical is affiliated through editorial networks and thematic cross-publication with titles such as Revue française de pédagogie, Pedagogica Historica, History of Education Quarterly, Comparative Education Review, and regional reviews produced by Université de Montréal, Université Laval, Université de Liège, and Université de Genève. Collaborations have linked it to conferences and organizations including UNESCO, OECD, International Bureau of Education, Association Internationale de Pédagogie, and university research centers at Collège de France and École des hautes études en sciences sociales.
Category:French-language journals