L'ambivalence des parents de classes populaires à l'égard des institutions de remédiation scolaire. L'exemple des dispositifs relais
The Ambivalence of Lower Working-Class Families in front of Remedial Institutions for Students Dropouts Lower working-class families have been for a long time the targets of public policies. These last ones aims to frame and convert the practices not in compliance with family and educational standards. Actually, the institutional ways of supervision and conversion of the most heterodox family practices were studied but more rarely the relationships with the institutional action. This article proposes to study theses relationships from the point of view of families whose children are affected by special device for disruptive college students. They implement a set of objective resistances (ambivalence, practices of avoidance, heterodox practices, etc.). The study emphasizes that the families are led to a forced permission to the institutional intervention and that they try, at the same time, to use the institutions in their own logics. It shows the ambivalence of the parents generated by the gaps between the hopes of the parents waiting for academic support and the institutional action trying to change more widely the way of being of the pupils. This ambivalence leads them to oscillate between trying “to play the game” and withdrawing from the institution (get out) game, between trying to get help from the agents of the institution arrangements and resisting to their pratices or requests.