Fourteenth International Conference on Interdisciplinary Social Sciences

Abstract

The exercise of power is a prerequisite for the student’s empowerment (Lanaris 2014). The teacher must share his or her power at both the school and social levels if the student is to be responsible for his or her learning (Dumouchel, 2017). The process of empowerment in class management requires a coherent dynamic that is articulated around, the class management accountability (social dimension) and the curriculum didactics devolution (school dimension). The school dimension has been explored through the didactics of mathematics in a doctoral research (Dumouchel, 2017) that highlighted the difficulty for teachers to establish this link at both the theoretical and practical levels. The teacher is open to allowing more power to the student in mathematics; however, he remains focused on obedience, submission for classroom management. The teacher’s internal coherence between these didactic choices and these choices in the conduct of the class seems to lead him or her towards the optimization of his teaching practice (Butlen, Charles-Pezard and Masselot, 2011). Does considering this link through another discipline be more facilitative for the teacher? The general objective of the field of the social studies is to bring the student to “build his or her social conscience to act as a responsible and enlightened citizen” (MÉQ, 2001). Can the student act as a responsible citizen outside an empowering class? The present paper proposes to weave the theoretical link between the study of social realities and the conduct of the class in order to explore the possible practice for the teacher.