An analysis of extracurricular pedagogical practices. The traces of an “expressive-capacitated” educational grammar
This article proposes an analysis of pedagogical practices outside the classroom, as they are deployed in the so-called extracurricular times organized within the framework of the latest reform of school rhythms (2013-2018) in France. It is a question of mobilizing the tools of sociology of pedagogy and curriculum to apprehend a field of educational action that has long remained a blind spot in educational analysis. We will show that a singular and hybrid educational grammar are deployed on the periphery of the school, with an expressive and capacity-building content that reflects the development of a logic of individual empowerment, which we suggest is the result of the encounter between the fields of animation (popular education) and school.