This research aims to broaden the conceptualisation of literacy in educational settings by investigating the meanings of people's ways of using reading and writing in two primary schools in Singapore. It explores how members of the schools, specifically teachers, draw on literacy as a social practice to help pupils use their linguistic and cultural resources to interact with the range of literacies in and outside classrooms on their school premises. The study employs a qualitative research design using a case study approach and an "ethnographic perspective" (Green & B1oome. 1997, p. 183) to research. Research instruments such as interviews, observations (lesson, classroom and school), surveys and pupils' written work have been tapped into to uncover the uses of literacy in the schools. Informed by the theoretical framework of New Literacy Studies and the literature on school culture and classroom discourse, the findings in this study reveal that literacies in the two schools are diverse and are associated with socialising pupils into the norms, values and traits that identify them as pupils of their school, as citizens of Singapore and as individuals and responsible people. Through the use of literacy events as interrelated and nested, and texts as implicit in nature, this study also demonstrates how the process of socialising pupils into acquiring particular practices and discourses is entwined with power, culture and identity, shaping the ways pupils negotiate meaning through reading and writing. Based on this empirical study, I conclude that literacy in schools can best be construed as 'school literacies' which are multiple, "situated" (Gee, 2000, p. 189) and multi faceted, involving a set of social relationships rather than as skills and competencies. I argue that it is through the interplay of power, culture and identity that specific uses of literacy in schools become important, meaningful and relevant to pupils.

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Ma thèse se place dans le champ de l'histoire d'une discipline scolaire, l'arithmétique, pour les filles, dans les écoles primaires de la Somme de 1881 à 1923. Elle s'inscrit ainsi dans la lignée des travaux menés par B. Belhoste, B. Dancel, A. Chervel, R. d’Enfert, B. Poucet, et d'autres historiens des disciplines scolaires. Elle s'inscrit aussi dans la lignée de l'enseignement féminin, ouvert par F. Mayeur et poursuivi par R. Rogers. Ce type de recherches nécessite le recueil et l'analyse de sources qui mettent en lumière les différents acteurs : le maître et les élèves, mais aussi le ministère de l'instruction publique et ses représentants hiérarchiques. Aux archives départementales de la Somme, il existe de nombreuses sources manuscrites et imprimées, ce qui explique le choix de ce département comme terrain de recherche. Ma thèse s'inscrit dans la suite de mes travaux de recherche de Master 2 et porte sur la question de la scolarisation des filles dans le public et dans le privé, leurs performances, tout au long de cette période, le contenu et les finalités de l'enseignement qui leur est proposé, la question de la formation des institutrices congréganistes et laïques. Il s'agit, en mettant à jour les pratiques des maîtres et les résultats des élèves, de mesurer l'écart éventuel entre les prescriptions officielles et leur mise en œuvre. Cette étude montre que l'enseignement mathématique à l'école primaire atteint une dimension plus éducative à la fin des années vingt et que les performances des filles deviennent identiques à celles des garçons, soulignant ainsi, finalement, une certaine réussite du projet scolaire républicain dans ces deux domaines / My thesis is set in the history of one particular subject : arithmetic, taught to girls in primary schools of the Somme under the Third Republic. This way, the thesis is in line with the works led by B. Belhoste, B. Dancel, A. Chervel, R. d'Enfert, B. Poucet, and other school subjects historians. Furthermore, it is also in line with girls education, initiated by F. Mayeur and continued by R. Rogers. That kind of research requires the collection and analysis of sources dealing with the different roles evolving in a classroom : not only the teacher and the pupils but also the Public Instruction Ministry and its hierarchical representatives. At the regional archives of the Somme you can find numerous hand-written and printed sources, hence my decision to focus on this particular area. My previous works enabled me to come to a certain number of conclusions about the aim of arithmetic as well as girls' education. My thesis looks at the rest of this work and focuses on the schooling of girls in public and private schools, specifically on their performances during this time, the content and goals of the education offered to them, as well as on the education or training of both religious and secular female teachers. Speaking of the teachers' practices and the pupils' results, I intend to determine the potential gap between official instruction and their actual application. This study reveals that the teaching of mathematics in primary school reached a much more educational dimension by the end of the Twenties and that the girls' and boys' performance became equal, finally emphasizing a certain success of the Republican school project in both subjects

Πρόσφατα, υπό την επιρροή Διεθνών Οργανισμών και της ΕΕ, η Γερμανία και η Φινλανδία πήραν μέτρα που αφορούν την ανάπτυξη και εξασφάλιση της ποιότητας στην εκπαίδευση γενικά, και στη σχολική μονάδα ειδικότερα. Στην παρούσα μελέτη επιχειρείται η συγκριτική προσέγγιση του γερμανικού και του φινλανδικού εκπαιδευτικού συστήματος στο παράδειγμα της εκπαιδευτικής αξιολόγησης, στην πρωτοβάθμια εκπαίδευση, στη Γερμανία (Βάδη – Βυρτεμβέργη) και στη Φινλανδία. Και οι δύο χώρες αποτελούν μέλη της Ε.Ε. με ισχυρή κρατική πρόνοια αλλά με διαφορετικές ιστορικές, εθνικές καταβολές και διαφορετικό κοινωνικό οικονομικό και πολιτικό υπόβαθρο. / In recent years, under the influence of International Institutes and the EU, initiatives have been taken in Germany and Finland concerning the quality assurance and quality development of education at both the level of the school system and the level of the individual school. In the present study a comparative approach of the German and Finnish educational systems is attempted, in the paradigm of educational school evaluation, focusing on the primary education in Germany (Baden-Wuertemberg) and in Finland. The two countries constitute members of the EU with strong social welfare system but with specific historic and national heritage and different social, economic and political background.