Skip to navigation – Site map

Présentation

The Revue internationale d’éducation de Sèvres, published by the Centre international d’études pédagogiques (CIEP), is a French-language journal which since 1994 has provided a comparative approach to the major education issues across the world. With more than a thousand authors published from 110 countries on all continents, the journal has over the years become an encyclopedia of education around the world, as well as a bridge between continents and cultures.

The journal publishes three issues a year on a variety of topical issues for an audience of education policymakers and practitioners, as well as academics and researchers from various disciplines with an interest in education. The journal has an international scientific board and an editorial committee, which convene at regular intervals. Issues are organised around a central topic that is currently being discussed on the international stage. Each issue also provides information and documentary resources in the field of educational policies and teaching practices.

The journal periodically organises international conferences to reflect upon ongoing developments and to try to identify the major global trends discernible in the field of education. These conferences, which bring together authors, readers, researchers, education policymakers and practitioners, are used to produce a special issue of the journal.

.

Latest issue
78 | 2018
Accueillir tous les enfants à l’école : la question de l’inclusion

Welcoming all children at school: The question of inclusion
Acoger a todos los alumnos en la escuela: el tema de la inclusión

On the globally followed path towards social and academic inclusion, institutions and their actors are projected into situations of great complexity. The cases of Italy and Brazil show that the inclusive process requires progressive political changes, which involve a focus on access to school for students whose basic rights were previously not respected. Studies of Israel, the United States and Slovakia show the difficult advent of interculturality at school, the possibilities of reconciliation through educating Jews and Palestinians, the fight against the overrepresentation of African Americans in American special education, and the transition from segregation to the inclusion of Roma pupils in Slovak schools. The situations in Mali and Laos show that in low-income countries, thinking about education in terms of inclusion also means taking into account women’s and girls’ rights to education. Finally, research in Switzerland and France points to the need for teacher training in reflexivity and intersubjectivity to face the realities of inclusive schooling.