par Ghesquiere, François
Référence Revue française de pédagogie, 185
Publication A Paraître, 2014
Article révisé par les pairs
Résumé : The objective of this article is to investigate the possible contradictions between the different conceptions of social justice in school. To go beyond theoretical considerations, we compare three definitions of school inequality (opportunities, outcomes and basic knowledge) used by researchers in international comparisons. Our analysis of PISA 2006 data show that, although these three conceptions are clearly different and divergent, they are not strictly contradictory. Certainly, it seems that the comprehensive school system reduces the extent of each of these school inequalities the most.