IACS
Place Montesquieu 1/L2.08.04
1348 Louvain-la-Neuve
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- Eric Mangez
Eric Mangez
Professeur
- Contact
- Revues scientifiques, collaborations internationales
- Biographie
- Enseignement
- Recherche
- Publications
A. Contribution au fonctionnement de revues scientifiques anglophones et francophones
Les activités reprises sous cette rubrique concernent mes contribution du fonctionnement de revues scientifiques.
Comme coediteur du European Education Research Journal , je participe à l’animation de la revue, aux réunions du Board , à la promotion de la publication d’essais critiques relatifs à des ouvrages européens non-anglo-saxons.
Je réalise régulièrement des expertises d'article pour les revues suivantes. Je suis par ailleurs éditeur ou membre du comité de rédaction de certaines d'entre elles.
· European Education Research Journal (co-editor)
· British Journal of sociology of education (Member of the Board)
· Journal of Education Policy
· Revue Française de Pédagogie
· Recherche et Formation
· European Journal of Political Research
· Pedagogy, Culture and Society
· Communication
· Les cahiers du Cirtes (membre du comité de rédaction)
Je contribue également à la sélection de propositions de communications pour différentes conférences internationales :
- European Conference on Education Research (ECER 2009 ; ECER 2010, ECER 2011, ECER 2012)
- Actualité de la Recherche en Education et en Formation (AREF 2010)
- Congrès annuel de l’Association d’Economie Sociale (2010)
B. Prise de responsabilité comme coéditeur de la revue European Education Research Journal
A la demande du rédacteur en chef de la revue, je suis devenu éditeur du European Education Research Journal . Cette revue scientifique, de portée internationale, est la revue officielle de l’EERA (European Education Research Association ) qui rassemble plusieurs milliers de membres. Il s’agit d’une revue de premier plan, classée «A» par le European Reference Index for Humanities (ERIH).
C. Séjours à l’étranger, conférences et keynotes à l’étranger
Seules sont mentionnées ici les conférences et keynotes les plus significatives et les plus récentes réalisées sur invitation à l’étranger. Figurent également ci-dessous les autres types de séjours de recherche à l’étranger
Edinburgh, Scotland, University of Edinburgh. J’entretiens des relations de travail privilégiées avec plusieurs collègues de l’université d’Edinburgh. Je me rends régulièrement à Edinburgh pour y travailler avec différents collègues impliqués également dans le projet knowandpol que je co-dirige. Des séjours de longue durée ont été effectués en 2007 et 2008 mais aussi plus récemment, notamment du 14 au 17 janvier 2010, du 08 février au 5 mars 2010, du 27 Juillet au 5 aout 2010, du 13 au 18 février 2011.
Paris, France, CNAM. A la demande du Prof. Jean-Yves Rochex, j’ai présenté mes travaux au réseau de chercheur Reseida (Recherches sur la Socialisation, l'Enseignement, les Inégalités et les Différenciations dans les Apprentissages), crée en 2001 à l'initiative d'Élisabeth Bautier et de Jean-Yves Rochex (E.scol). Il s’agit d’une conférence importante qui s’inscrit dans la valorisation de ma thèse de doctorat et de l’ouvrage auquel elle a donné lieu aux PUF (Mangez 2008).
Mainz, Germany. A la demande de la Prof Inke Boremann, j’ai tenu le rôle de discutant à Mainz en mars 2010 pour contribuer au Congrès Biannuel de la German Association of Educational Research .
Denver and New-York, USA. A l’invitation du Flemish Forum at AERA , je me suis rendu à Denver en avril – mai 2010, pour participer au congrès annuel de l’American Education Research Association (AERA). J’y ai présenté un papier intitulé The knowledge-policy relationship in (French-speaking) Belgium : lessons from the past, keys for the future . Ce séjour aux USA m’a également permis de réaliser un séjour à New-York pour participer à une réunion de travail avec la Prof. Gita Steiner à Columbia University .
Seoul, Korea. A la demande de et en tant que représentant de la World Education Research Association (WERA), j’ai donné une conférence à la Korean Education Research Association (KERA), à titre de invited keynote speakers , à Séoul les 28-29-30 Octobre 2010.
Trajectoire professionnelle
- Diplômes
Année Label Institution 1996 Licencié en sociologie Université catholique de Louvain 1997 Master of Arts (M.A.) Université catholique de Louvain 2006 Docteur en sociologie Université catholique de Louvain
Eric Mangez is Professor in Sociology, Faculte Ouverte de Politique Eonomique et Sociale (FOPES), and at the Department of Anthropology and Sociology, University of Louvain, Belgium. He is also a senior researcher of CIRTES-UCL and GIRSEF-UCL at Louvain-La-Neuve and a visiting Fellow at the University of Edinburgh. His theoretical and empirical research expertise is in education(al) policy in the context of wider cultural, social and political change. His early works in sociology explored the sociology of curriculum and curricular policy. Such interest is articulated with the long standing issue of social inequalities in schooling. He has published several papers, monographs and a book on this issue. He is author of Reformer les contenus d'enseignement (PUF, Paris, 2008).
He is now specifically interested in the sociology of knowledge and the knowledge - policy relationship. His current work area deals with the role of knowledge in governing/governance. He is the co-director of a large FP6 Integrated project funded by the European Commission and dealing with "the role of knowledge in the construction and regulation of education and health policy across Europe". The international dimension of the project stimulates a dialogue among sociology, political sciences and history. Indeed, in order to understand how different countries / sectors / contexts / peoples relate to knowledge in their policy activities, it is necessary to capture what they owe to their past policy and politics. This work draws on a view of knowledge as socially embedded / constructed, in opposition to the 'traditional' view of knowledge as a set of disembodied, neutral, reified facts about the world. 'Knowledge' is not only about what we know, it is also about who we are and where we come from (it is a social construct). Such reflexive effort in relation to knowledge (a sociology of knowledge perspective) generates specific questions: Where do our ways of knowing come from? How do they change through the international circulation of ideas and policies? How do they affect us? This perspective then challenges the view according to which evidence-based (or knowledge-based) policies can function smoothly across borders and circulate easily through time and space.
Eric Mangez is also intersted in sociological theory and currently preparing a book on Bourdieu's field theory, together with Prof Mathieu Hilgers (ULB)
Eric Mangez has published several papers, chapters in books and monographs. His most recent publications in English include "The Field of Knowledge and the Policy Field in Education: PISA and the production of knowledge for policy" (in European Educational Research Journal (2012), p. 189-205, with Mathieu Hilgetrs), "Producing Dangerous Knowledge: researching knowledge production in Belgium" (with Catherine Mangez, in the European Educational Research Journal , 2011, p. 252-258); Global Knowledge-based Policy in Fragmented Societies: the case of curriculum reform in French-speaking Belgium, European Journal of Education , 45(1), 60-73, 2010 ; " The Status of PISA in the relationship between civil society and the educational sector in French-speaking Belgium",Sisifo. Educational Sciences Journal , (10), 15-26, 2010. Eric Mangez teaches general sociology, method and political sociology at the University of Louvain.
Key words: social inequalities, education, education policy, public policy, knowledge
The Knowledge and Policy Summer School
Together with my colleague Bernard Delvaux, and the internation research project Knowandpol, we have organized a summer school on the role of knowledge in the construction of policy. The Knowledge and Policy Summer school was held in Brussels in Septembre 2001. The summer school has attracted PHD students from all over Europe and beyond (Australia, North America and South America and Africa). The summer school has addressed the following key questions and issues :
- What is knowledge?
- Forms of knowledge: embodied, encoded, enacted?
- Researching the powerful, interviewing the elite
- Does experience-based knowledge matter?
- Knowledge and knowledge regimes
- Knowledge, policy and the problem of comparison
- Trends and changes in the knowledge – policy relationship
- Knowledge based regulation tools
- Public action, or the analysis of complexity
Session 1. What is knowledge?
Ordinary understandings of knowledge often view it as a mirror of reality. Knowledge then, as a mirror, is not affected by, nor does it affect the reality that it mirrors. A series of research findings emphasize the need to develop a different view of what knowledge is and how it works. Knowledge, it is argued, needs to be seen as a very “active” element in constructing the social. Quoting MacKenzie (2006) in his effort to understand the role of “financial models” in shaping the market, we may argue that knowledge works as “an engine not a camera”. We would suggest conceiving knowledge as a two-sided engine which rearticulates the past and constructs the future.
Session 2. Forms of knowledge: Embodied, encoded, enacted?
The session involves the conceptualization, operationalization and analysis of the nature and use of knowledge in public policy: this will comprise an articulation of the embodied/encoded/enacted framework set out in our international study of the work of WHO and a series of case studies exploring its use in different contexts.
Session 3. Interviewing the elite, researching the powerful
While researching the powerful with qualitative methodologies, one can distinguish between different “moments” in the process of interviewing: a moment of access, a scene of interaction and a scene of exit and conclusions. Any one of these three “moments” can be understood and analysed as a knowledge-related social interaction worthy of a reflexive analysis.
The scene of access includes all actions and interactions necessary to gain access to the field (getting in touch with an actor and presenting oneself, obtaining an appointment, sometimes being delayed, or rescheduled). How do such actions and possible difficulties inform us about the very object of our analysis?
The scene of interaction is the interview itself, which can be very informative beyond the words uttered and the ideas expressed. How is the scene set up and ordered? How does the interaction evolve – the tone of the participants, including signs of deference or authority, and so on?
The scene of exit and conclusions is related to the type of feedback that the researchers provide their informants with. It includes the reactions of the interviewees and possible negotiation about the content of the work. How are our analyses received by those they actually speak of, when the latter are powerful?
Session 4. Does experience-based knowledge matter?
Experience-based knowledge is characterised by the fact that it is contextualised, not subject to disciplinary segmentation, and often circulates in the form of anecdotes and stories. For a long time it was regarded as of little value in politics. But nowadays, in different ways depending on the country and the sector, it is presented as an important resource for public action. Two types of arguments are used to support such discourse: axiological (with reference to the democratic ideal of participation by all), and instrumental (with reference to the greater efficacy of policies based on participation). The incorporation of experience-based knowledge in public action thus acquires a paradigmatic status in some countries and sectors, at least at the rhetorical level.
This workshop aims to explore the issues (of definition and also of concrete uses) raised by experience-based knowledge in the framework of public action. Beyond the effort to clarify this polysemic term, attention will be focused on how this type of knowledge makes itself heard and the questions of power that inevitably arise once it is mobilised.
Session 5. Knowledge and knowledge regimes
Various processes increase the circulation of knowledge and (policy) ideas across Europe and beyond. Ideas however do not spread like a virus: they are recontextualized in different cultural, political and administrative settings. Understanding knowledge as a social construct means that it is constructed and reconstructed by social groups who are themselves situated in a context marked by its own past. The notion of contextuality of knowledge means that knowledge is not only about “what you know”; it is also about “who you are”, as a community (even a transnational community) or as an individual (who may be an international expert). The contextuality of knowledge and notions such as “community-based knowledge” or “local knowledge culture” must be considered simultaneously for a plurality of “levels”, “contexts”, “spaces” or “communities”, whether they be the national context, the level of a sector, the level of a community of users, or that of a given group of professionals, the “spaces” invested and created by a transnational community or the level of Europe for example.
The main hypothesis we wish to explore in this session is that such different spaces might develop different views on knowledge and therefore generate different “knowledge regimes”. The knowledge regime hypothesis should not be understood as a strictly cognitive hypothesis. Its point is rather to identify possible relations between political and institutional arrangements, cultural traditions and knowledge utilization.
Session 6. Knowledge, policy and the problem of comparisonClassical comparison draws on a set of assumptions. It assumes that time is linear and space geographical; that the “units” of comparison “exist” – that they exist as such “before” the comparison starts – that the “units” are not affected by the comparison – that the person who compares is not affected by the “units” that are being compared. There are however good grounds to be wary of each of these assumptions.
Such a critique of comparison raises questions for research and governance.
The first concerns the role of comparison in research. It questions in particular the construction of knowledge in and through international (comparative) research projects. Such projects bring together a variety of traditions, each of which carries its own understanding of knowledge and its own ways of knowing. How can they produce knowledge together? What kind of methodological issues does this raise? If knowledge is socially constructed, how can one think of (international) comparison?
The second issue concerns the role of comparison in governing. If comparison works as a mode of governance, which potentially affects the reality that it compares, then its governing potential needs to be investigated. Comparative knowledge in particular tends to function as a means of governance, affecting the “units” that are being compared, transforming them in particular by shaping the way people think of – and hence govern – themselves.
Session 7. Trends and changes in the knowledge – policy relationship
Various factors have significantly changed the relationships between knowledge and policy: more knowledge is being produced, the forms of knowledge are diversifying, and there is greater international circulation of knowledge. What is referred to as ‘the knowledge society’ is in fact a society of knowledges. In Europe, information and expertise are now more widely available and more widely distributed than ever before. At the same time, expectations of transparency and public accountability have increased. Knowledge is both contested and a means of contestation: it has become both vehicle and substance of politics. Such a trend towards what we may call post-bureaucracy generates various changes. The nature of knowledge itself is changing. It is now used for governing. The new role of knowledge in policy / politics also calls for a new type of actor: reflexive, accountable, creative.
Session 8. Knowledge based regulation tools
Knowledge is increasingly used in the area of regulation. Indicators, evaluations, audits, best practices, evidence-based practices, etc are on the increase. They tend to replace normative or incentives-based regulation of a more conventional variety. Several phenomena explain this trend. First, it is growing more difficult to convince people that intervention through norms that target a given factor will have the expected impact. Second, there is a widespread perception that regulation through norms or rules is less appropriate in social systems characterized by very broad and increasingly dense interdependencies. The development of instruments of knowledge-based regulation also stems from the policies of actors who have no legal or financial instruments of intervention, and whose knowledge therefore constitutes one of their main means of action. These organizations – such as WHO and the OECD – sometimes serve as “evaluative third-parties” positioned between users and producers, between citizens and policy-makers, and sometimes even change the nature of these parties’ interactions.
The strength of these instruments of regulation is their ability to conceal normative proclivities behind cognitive factors, which are portrayed as value-free or ideology-free, whence the term by which they are sometimes known: ‘soft governance’. Nonetheless, these instruments in fact give the targeted actors greater leeway, serve as a vehicle for knowledge that is always open to criticism; to be sure, the same knowledge can often be mobilized to support opposing arguments. Thus, these instruments of regulation, which are supposed to compensate for the relative inefficiency of more conventional instruments, in fact only partially compensate for the weaknesses of the latter.
Session 9. Public action, or the analysis of complexity
It has now quite generally understood that public policies are not as linear and state-centred as used to be supposed and that attention has to be paid to the multiplicity and diversity of the actors, the composite character of the public actor, the attenuation of hierarchical relations between actors, the relativising of the impact of the moment of political decision-making, the non-linearity of the processes and the fragmentation and flexibility of public action.
Such options require the researcher to shift and enlarge his/her field of investigation. But approaches in terms of public action are not accompanied by a unified theory capable of addressing this expanded, more complex field. Moreover, this expansion raises methodological questions that are particularly acute when one examines the role of knowledge in such processes. The aim of the workshop is to discuss such issues, particularly in the light of the thinking and practices developed in the course of KNOWandPOL research.
Eric MANGEZ
2021
Tilman, Alice ; Mangez, Eric. L'instruction à domicile comme phénomène global. In: Éducation et Sociétés, Vol. 2021/1, no. 45, p. 123-141 (2021). doi:10.3917/es.045.0123.
2021
Mangez, Eric ; Vanden Broeck, Pieter. Worlds apart? On Niklas Luhmann and the sociology of education. In: European Educational Research Journal, Vol. 20, no.6, p. 705-718 (2021). doi:10.1177/14749041211041867.
2020
Vanden Broeck, Pieter ; Mangez, Eric. Ambiguous Coexistence and Social Transaction: on a Sociology of Opacity and Institutionalized Discretion. In: The American Sociologist, Vol. 51, no. 2, p. 172–187 (2020). doi:10.1007/s12108-020-09444-2.
2020
Mangez, Eric ; Vanden Broeck, Pieter. The history of the future and the shifting forms of education. In: Educational Philosophy and Theory, Vol. 52, no. 6, p. 676-687 (2020). doi:10.1080/00131857.2019.1708329.
2015
Derouet, Jean-Louis ; Mangez, Eric ; Benadusi, Luciano. Introduction to the EERJ dossier: Where is the comprehensive project in Europe today?. In: European Educational Research Journal, Vol. 14, no. 3-4, p. 195-205 (2015). doi:10.1177/1474904115595495.
2015
Liénard, Georges ; Mangez, Eric. Régimes d’action et rapports de pouvoir Vers un approfondissement de la théorie bourdieusienne de la domination ?. In: Recherches sociologiques et anthropologiques, Vol. ., no.1, p. 147-165 (2015).
2014
Cattonar, Branka ; Mangez, Eric. Codages et recodages de la réalité scolaire. PISA dans la presse écrite de Belgique francophone. In: Revue internationale d'éducation Sèvres, no. 66, p. 61-70 (sept 2014). doi:10.4000/ries.3999.
2014
Mangez, Eric ; Liénard, Georges. Pilier contre champ ? De l’articulation entre différenciation fonctionnelle et fragmentation culturelle. In: Recherches sociologiques et anthropologiques, Vol. 45 , no.1, p. 1-22 (2014).
2013
Malet, Regis ; Mangez, Eric. Education et mondialisation : présentation. In: Spirale : revue de recherches en éducation, Vol. /, no.51, p. 3-13 (2013).
2013
Freeman, Richard ; Mangez, Eric. For a (self-)critical comparison. In: Critical Policy Studies, Vol. 7, no.2, p. 198-206 (2013). doi:10.1080/19460171.2013.796888.
2013
Delvaux, Bernard ; Mangez, Eric. Le rôle des connaissances dans le champ de l’éducation belge francophone : de la nécessité de discrétion au développement hétéronome de connaissances. In: Revue française de pédagogie, no.182, p. 31-40 (janvier-février-mars 2013).
2012
Governing Knowledge? PISA in Focus. In: European Educational Research Journal, Vol. 11, no. 2, p. 166-254 (2012).
2012
Mangez, Eric. NORMAND Romuald. Gouverner la réussite scolaire. Une arithmétique politique des inégalités. In: Revue française de pédagogie, , no.179, p. 138-136 (Avril-Juin 2012).
2012
Mangez, Eric ; Hilgers, Mathieu. The Field of Knowledge and the Policy Field in Education: PISA and the production of knowledge for policy. In: European Educational Research Journal, Vol. 11, no. 2, p. 189-205 (2012). doi:10.2304/eerj.2012.11.2.189.
2012
Mangez, Eric. Une sociologie de la connaissance, un impératif. In: Recherches sociologiques et anthropologiques, Vol. Hors série, no.Hors série, p. 15-18 (2012).
2011
Mangez, Eric ; Cattonar, Branka. A quoi servent les enquêtes PISA ? Réflexions sur le cas de la Belgique francophone. In: Sciences de la société, no. 79, p. 29-41.
2011
Mangez, Catherine ; Mangez, Eric. Producing Dangerous Knowledge: researching knowledge production in Belgium. In: European Educational Research Journal, Vol. 10, no. 2, p. 252-258 (2011). doi:10.2304/eerj.2011.10.2.252.
2010
Mangez, Eric. Global Knowledge-based Policy in Fragmented Societies: the case of curriculum reform in French-speaking Belgium. In: European Journal of Education : research, development and policies, Vol. 45, no. 1, p. 60-73 (2010). doi:10.1111/j.1465-3435.2009.01415.x.
2009
Mangez, Eric ; Cattonar, Branka. A posição do PISA na relação entre a sociedade civil e o sector educativo na Bélgica francófona. In: Sisifo. Revista de Ciências da educação, no. 10 (2009).
2009
Mangez, Eric. De la nécessité de discrétion à l'Etat évaluateur. In: La revue nouvelle, , no. Juillet - Aout, p. 32-37 (2009).
2009
Mangez, Eric ; Cattonar, Branka. The status of PISA in the relationship between civil society and the educational sector in French -speaking Belgium. In: Sisifo. Educational Sciences Journal, no. 10.
2006
Liénard, Georges ; Mangez, Eric. Les inégalités sociales dans les trajectoires scolaire : l'école, un enjeu crucial. In: Les cahiers marxistes, Vol. 234, p. 9-33 (2006).
2005
Fusulier, Bernard ; Mangez, Eric. L'emprise culturelle de l'entreprise ? L'exemple de la réforme du premier cycle de l'enseignement secondaire.. In: Recherches Sociologiques, Unité d'Anthropologie et de Sociologie, LLN, Peeters, Vol. 36, no. 2-3, p. 171-186 (2005).
2005
Mangez, Eric ; Leclercq, C. Place et stratégies conscientes et inconscientes des parents issus de milieux défavorisés dans leur rapport à l'école. In: Observatoire. Revue d'action sociale ey psychomédicale, Vol. 46, p. 76-81 (2005).
2004
Mangez, Eric. La production des programmes de cours par les agents intermédiaires : transfert de savoir et relation de pouvoir. In: Revue Française de Pédagogie, Vol. janvier-février-mars, no. 146, p. 65-77 (2004).
2002
Joseph, Magali ; Mangez, Eric. Les familles défavorisées face à l'école maternelle. In: Les cahiers de Prospectuive Jeunesse, Vol. 7, no. 4, p. 28-33 (2002).
2001
Mangez, Eric. Régulation de l'action éducative dans les années quatre-vingt dix. In: Education et sociétés, Vol. 8, no. 2, p. 81 (2001). doi:10.3917/es.008.0081.
2000
Cattonar, Branka ; Mangez, Eric. Les enseignants face à la redéfinition normative de leur métier. In: Recherches Sociologiques, Vol. XXXI, no. 1, p. 185-196 (2000).
2000
Delvaux, Bernard ; Mangez, Eric. Les stratégies familiales en matière d'éducation. In: Les Nouvelles Feuilles familiales, , no. 3, p. 20-24 (2000).
1999
Mangez, Eric ; Delvaux, Bernard ; Dumont, V ; Dourte, Fabienne. Les enseignants face à la transformation de leur métier. Enquête auprès des enseignants du premier degré. In: Les Cahiers du Cerisis, Vol. 99, no. 12 (1999).
1998
Mangez, Eric ; Dourte, Fabienne ; Liénard, Georges ; Delvaux, Bernard. Les enseignants et leur métier. Construction d'un questionnaire. In: Les Cahiers du Cerisis, Vol. 98, no. 9 (1998).
2023
L'école face à la complexité, éd. Mangez, Eric ; Draelants, Hugues ; Dumay, Xavier ; Verhoeven, Marie (Ouvertures sociologiques), De Boeck, 2023. 9782807350908.
2023
The Oxford Handbook of Education and Globalization, éd. Mattei, Paolo ; Dumay, Xavier ; Mangez, Eric ; Berhend, Jacqueline (Social Sciences), Oxford University Press: USA, 2023. 9780197570685. 1072 p.
2014
Hilgers, Mathieu ; Mangez, Eric. Bourdieu's Theory of Social Fields: Concepts and Applications, Routledge: Abingdon, 2014. 978-1-138-77765-1. 290 p. doi:10.4324/9781315772493.
2014
Fenwick, Tara ; Mangez, Eric ; ozga, Jenny. World Yearbook of Education. Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education, © 2014 Tara Fenwick, Eric Mangez and Jenny Ozga, Routledge Taylor and Francis group: London and New York, 2014. 978-0-415-82873-4. 232 p.
2010
Transformations et innovations économiques et sociales en Europe : quelles sorties de crise ? Regards interdisciplinaires : XXXès Journées de l'Association d'Economie Sociale. Cahiers du Cirtes n° 5, éd. Degavre, Florence ; Desmette, Donatienne ; Mangez, Eric ; Nyssens, Marthe ; Reman, Pierre, Presses universitaires de Louvain: Louvain-la-Neuve, 2010. 978-2-87463-228-0. 458 p.
2010
Transformations et innovations économiques et sociales en Europe : quelles sorties de crise ? Regards interdisciplinaires. : XXXès Journées de l'Association d'Economie Sociale. Cahier du Cirtes n° 4, éd. Degavre, Florence ; Desmette, Donatienne ; Mangez, Eric ; Nyssens, Marthe ; Reman, Pierre, Presses universitaires de Louvain: Louvain-la-Neuve, 2010. 978-2-87463-227-3. 604 p.
2009
Cattonar, Branka ; Mangez, Eric ; Delvaux, Bernard ; Mangez, C. ; Maroy, Christian. Rapport de recherche à la Commission européenne sur "Usage et circulation des enquêtes PISA en Communauté française de Belgique, 2009. n/a p.
2008
Mangez, Eric. Réformer les contenus d'enseignement : une sociologie du curriculum, PUF: Paris, 2008. 978-2-13-056704-2. 159 p.
2002
Mangez, Eric ; Joseph, M. ; Delvaux, Bernard. Les familles défavorisées à l'épreuve de l'école maternelle. Collaboration, lutte, repli, distanciation, CERISIS: UCL, 2002. 120 p.
2023
Mangez, Eric ; Draelants, Hugues ; Dumay, Xavier ; Verhoeven, Marie. Education et seconde modernité. In: E. Mangez, H. Draelants, X. Dumay, M. Verhoeven, L'école face à la complexité (Ouvertures sociologiques), De Boeck, 2023, p. 7-21. 9782807350908.
2023
Mangez, Eric ; Draelants, Hugues ; Dumay, Xavier ; Verhoeven, Marie. Faire société dans un monde incertain. Quels rôles pour l’éducation ?. In: E. Mangez, H. Draelants, X. Dumay, M. Verhoeven, L'école face à la complexité (Ouvertures sociologiques), De Boeck, 2023, p. 185-199. 9782807350908.
2023
Gain, Vivien ; Mangez, Eric. La gouvernance européenne de l’éducation. Le cas du programme « Éducation et formation 2020 ». In: E. Mangez, H. Draelants, X. Dumay, M. Verhoeven, L'école face à la complexité (Ouvertures sociologiques), De Boeck, 2023, p. 47-67. 9782807350908.
2023
Dumay, Xavier ; Mangez, Eric. Social Theory, Globalization and Education. In: Mattei, Paoloa; Dumay, Xavier; Mangez, Eric; Berhend, Jacqueline, The Oxford Handbook of Globalization and Education (Social Sciences), Oxford University Press: USA, 2023, p. 3-26. 9780197570685. doi:10.1093/ oxfordhb/ 9780197570685.001.0001.
2022
Mangez, Eric ; Tilman, Alice. Small Worlds. Homeschooling and the Modern Family. In: Mattei, P, Dumay, X., Mangez, E. & J. Behrend (Eds.), Oxford Handbook on Education and Globalization, Oxford University Press: Oxford, 2022.
2021
Mangez, Eric ; Vanden Broeck, Pieter. The construction of worlds: On the function and fiction of quantified data in education policy. In: Sotiria Grek, Christian Maroy, Antoni Verger, World Yearbook of Education 2021: Accountability and Datafication in the Governance of Education, Routledge: London, 2021, p. 3-20. 9781003014164.
2016
Mangez, Eric ; Vanden Broeck, Pieter. Au-delà des inégalités. Pour une autre perspective sociologique. In: Pierre-Joseph Laurent (dir), Tolérances et radicalismes : que n’avons-nous pas compris ? Le terrorisme islamiste en Europe, Couleur Livres: Mons, 2016, p. 121-137. 978-2-87003-685-3.
2014
Hilgers, Mathieu ; Mangez, Eric. Afterword: theory of fields in the postcolonial age. In: Hilgers M., Mangez E, Bourdieu's Theory of Social Fields. Concepts and applications, 2014, p. 257-273. 978-1-138-77765-1.
2014
Fenwick, Tara ; Mangez, Eric ; Ozga, Jenny. Governing Knowledge. Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education. In: Fenwick T., Mangez E., Ozga J., World Yearbook of Education 2014. Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education, Routledge. Taylor and Francis Group: London and New York, 2014, p. 3-10. 978-0-415-82873-4.
2014
Hilgers, Mathieu ; Mangez, Eric. Introduction to Pierre Bourdieu's social fields. In: Hilgers M., Mangez E, Bourdieu's Theory of Social Fields. Concepts and applications, 2014, p. 1-36. 978-1-138-77765-1.
2014
Deltour, Arnault ; Mangez, Eric. Les enseignants au sujet de l'approche par compétences. Etudes de cas en Communauté française de Belgique. In: M. Tardif, J.-F. Desbiens (eds), La vogue des compétences dans la formation des enseignants. Bilan critique et Perspectives d'avenir (Coll. Formation et Profession), Presses de l'Université Laval: Laval, 2014, p. 117-143. 978-2-7637-2220-7.
2014
Mangez, Eric ; Vanden Broeck, Pieter. Meeting expectations. On the challenges of collaborative research through European funding. In: M. Lawn and R. Normand, Shaping of European Education. Interdisciplinary Approach, Routledge. Taylor and Francis Group: Routledge, 2014. 978-0-415-74834-6. doi:10.4324/9781315796581.
2014
Mangez, Eric ; Liénard, Georges. The field of power and the relative autonomy of social fields. In: Hilgers M., Mangez E, Bourdieu's Theory of Social Fields. Concepts and applications, 2014, p. 183-198. 978-1-138-77765-1.
2011
Mangez, Eric ; Mangez, Catherine. Applying a sociological analysis of pedagogic discourse : The case of educational policy in French-speaking Belgium. In: Daniel Frandji, Philippe Vitale, Knowledge, Pedagogy and Society, Routledge, 2011, p. 159-174. 978-0-415-56536-3.
2011
Mangez, Eric. Economia, Política E Regimes Do Conhecimento. In: Barroso, Joao Afonso, Natércio, Polticas Educativas, 2011. 978-989-8151-25-4.
2008
Mangez, Eric ; Mangez, Catherine. Analyse sociologique des discours pédagogiques. Application au cas de la politique éducative en Belgique francophone. In: Frandji D., Vitale P. (eds), Actualités de Basil Bernstein, Presses Universitaires de Rennes: Rennes, 2008. 978-2-7535-0743-2.
2008
Mangez, Eric ; Liénard, Georges. Sociologie du curriculum (entrée longue, format article). In: Van Zanten A. (dir), Dictionnaire de l'éducation, PUF: Paris, 2008. 978-2-13-055308-3.
2008
Letor, Caroline ; Mangez, Eric. Tensions autour de la notion de compétences : une pédagogie invisible dans un contexte d'objectivation des résultats.. In: Orianne Jean-François, De l'école au marché du travail : l'égalité des chances en question, Peter Lang SA Editions scientifiques internationales: Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Oxford, Wien, 2008, p. 411. 978-3-03911-721-5.
2007
Mangez, Eric ; Mangez, Catherine. La pédagogie : une affaire de classes sociales ?. In: Dupriez V., Chapelle G., (dir), Enseigner, PUF: Paris, 2007, p. 55-68. 978-2-13-055894-1.
2007
Mangez, Eric. Sociologie des récits pédagogiques des années 1990 en Communauté française. In: Mariane Frenay; Xavier Dumay, Un enseignement démocratique de masse. Une réalité qui reste à inventer, Presses Universitaires de Louvain: Louvain-La-Neuve, 2007, p. 249-270. 978-2-87463-089-7.
2020
Gain, Vivien ; Mangez, Eric. The impossible mission of the Open Method of Coordination in education: From complexity to consensus.. European Conference on Educational Research (Glasgow (annulé), du 24/08/2020 au 28/08/2020).
2019
Gain, Vivien ; Mangez, Eric. Informality As A Resource: The Role Of Learning Within ET2020 Working Groups In Defining The European Space Of Education. European Conference on Educational Research (Hambourg, du 02/09/2019 au 06/09/2019).
2016
Vanden Broeck, Pieter ; Mangez, Eric. Learning as a norm. European Conference on Educational Research (Dublin, du 23/08/2016 au 26/08/2016).
2015
Vanden Broeck, Pieter ; Mangez, Eric. Between Semantic and Structure: Making Sense of Europe’s Governance of Education. European Conference on Educational Research (Budapest, du 08/09/2015 au 11/09/2015).
2014
Mangez, Eric ; Vanden Broeck, Pieter. "Speaking Truth to Power"? On the Challenges of Collaborative Research through European Funding. European Conference on Educational Research (Porto, du 02/09/2014 au 05/09/2014).
2011
Mangez, Eric. Knowledge and Policy final conference : Key Statements. The knowledge and policy conference (Brussels, du 21/09/2011 au 22/09/2011).
2010
Mangez, Eric ; Cattonar, Branka. Crise de sens, crise de légitimité et nouveaux dispositifs de contrôle et de surveillance. Le cas des enquêtes PISA. 30eme journée de l'Association d’économie sociale (Charleroi (Belgique), du 9/09/2010 au 10/09/2010). In: Transformations et innovations économiques et sociales en europe: quelles sorties de crise? regards interdisciplinaires., Presses Universitaires de Louvain: Louvain-la-Neuve, 2010. 978-2-87463-227-3.
2010
Mangez, Eric ; Simons, Maarten. Cultural fragmentation and globalization of education in Belgium : towards a post-comparative perspective. ECER conference (Helsinki, Norway., du 24/08/2010 au 28/08/2010).
2010
Mangez, Eric ; Cattonar, Branka. PISA as a surveillance tool situated between civil society and public authority. XVII Congrès mondial de sociologie, Association internationale de sociologie (Goteborg (Suède), du 11 juillet 2010 au 17 juillet 2010).
2010
Mangez, Eric. The knowledge-policy relationship in (French-speaking) Belgium : lessons from the past, keys for the future. American Educational Research Association Annual Conference (Denver, USA, du 30/05/2010 au 05/04/2010).
2010
Mangez, Eric. The role of knowledge and evidence in policy formation across Europe, Keynote speech addressed at the Korean Education Research association: The educational innovations for the 21st century, Seoul, 29-30 Octobre 2010, Hanyang University, Séoul, South Koreal. . The educational innovations for the 21st century (Hanyang University, Séoul, South Koreal, du 29/10/2010 au 30/10/2010).
2007
Mangez, Eric. Les réformes des années 1990 en Belgique: Genèse, diffusion et appropriations locales. Enjeux sociaux, savoirs, langage, pédagogie. Actualités de l'oeuvre de Basil Bernstein (France : Lyon, Juin 2007).
2007
Mangez, Eric. On and around knowledge and policy. Center for Educational policy (Edinburgh, February 2007).
2007
Delvaux, Bernard ; Mangez, Catherine ; Mangez, Eric ; Maroy, Christian. Social and Cognitive mapping og the educational belgian policy sector. Knoandpol Public Research Report (n/a).
2006
Mangez, Eric. The role of knowledge in the construction and regulation of education and health policy in Europe: Convergences and specificities among nations and sectors. European projects summit (Bremen, Germany, November).
2004
Mangez, Eric. La production des programmes de cours par les agents intermédiaires. Actes du Congrès de l'Association Française de Sociologie (Paris, février 2004).
2002
Mangez, Eric. Les pédagogies actives: un non sens pour certaines familles. Actes du 2ème congrès des chercheurs en éducation (UCL, Louvain-La-Neuve, Février 2002).
2002
Mangez, Eric. Sens en non-sens des pédagogies actives pour des familles précarisées. Formation des enseignants: permanances, changements, tesions actuelles (France : Caen, Mai 2002).
2001
Mangez, Eric. Les transformations de l'action éducative au premier degré. Journées d'étude sur la régulatio,n des systèmes d'enseignement. Réseau d'Analyse pluridiciplinaire des politiques éducatives (Paris, Mars 2001).
2000
Mangez, Eric. La professionnalisation du métier d'enseignant. Actes du premier congrès des chercheurs en éducation (ULB, BRuxelles, Mai 2000).
1999
Mangez, Eric. Le métier d'enseignant: rôles et construction identitaire. Actes du 3ème congrès international d'Actualités de la recherche en éducation et formation (Bordeaux, Juin 1999).
1999
Mangez, Eric. Stratégies familiales en matière d'orientation scolaire. Actes du séminaire internationale du CICRED: stratégies éducatives, familles et dynamiques démographiques (Burkina Faso : Ouagadougou, du 14 novembre 1999 au 19 novembre 1999).
2009
Mangez, Catherine ; Maroy, Christian ; Cattonar, Branka ; Delvaux, Bernard ; Mangez, Eric. La construction des politiques de pilotage et d’évaluation en Communauté française de Belgique : Une approche cognitive, 2009.
2009
Cattonar, Branka ; Mangez, Eric ; Delvaux, Bernard ; Mangez, Catherine ; Maroy, Christian. Réception, usage et circulation au niveau national d’un instrument supranational de régulation basé sur la connaissance : les enquêtes PISA Le cas de la Communauté française de Belgique, 2009.
2009
Mangez, Catherine ; Maroy, Christian ; Cattonar, Branka ; Delvaux, Bernard ; Mangez, Eric. The construction of steering and evaluation policy in French-speaking Belgium:a cognitive approach, 2009.