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Socialisations temporelles pendant l’enfance et inégalités scolaires

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  • Gaële Henri-Panabière

Abstract

How we experience and conceive time is socially constructed. Family culture and material conditions experienced during childhood contribute to shape differences in our relation to time. The daily life of economically and culturally well-endowed families tends to socialize children to punctuality, regularity, rapidity, and planning. Children then also encounter school requirements regarding relations to time. Analyzing how children are socialized to time allows us to understand how differences in temporal socialization contribute to the reproduction of social inequalities, with regards to the role of school. Two types of socialization practices can be identified: first, practices involving tools for measuring time, leading to a distant relationship with temporal constraints; and secondly, incorporation of a temporal order through the direct experience of specific rhythms.

Suggested Citation

  • Gaële Henri-Panabière, 2021. "Socialisations temporelles pendant l’enfance et inégalités scolaires," Regards croisés sur l'économie, La Découverte, vol. 0(2), pages 27-35.
    • Handle: RePEc:cai:rcedec:rce_029_0027
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