Sociology of education within Québec’s educational sciences
This article analyzes the sociology of education’s position within Québec’s educational sciences. The broad lines of its history are presented in the context of its peripheral status within the anglo-american and franco-european scientific world. Are also analyzed Its institutionnalization and marginality within educational sciences, as well as its relationships with educational actors in demand of expertise. Three identity figures are presented : the disciplinarian, the friendly critic and the expert. Also, three factors are proposed to explain the relatively significant development of sociological research in education. These factors are related to the identity figures, supporting them in distinct ways. In conclusion, the present situation and the chalenges it poses to sociologists of education are discussed.