Youth Society in Early Modern France: A Literary and Social Historical Analysis of the World of Secondary Schoolchildren |
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| Authors: | Frédérique Van de Poel-Knottnerus J David Knottnerus |
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| Institution: | Is assistant professor of French, department of foreign languages and literatures, Oklahoma State University. Her work includes publications in the Canadian Journal of Histoly of Sport, Humbold;and Journal of Social Relations, Proceedings of the International Children's Literature Association, Emyclopedia of Women and Work (forthcoming), and various translations. Her current research focuses on the role of children, education, and women in French literature and history in the nineteenth and twentieth centuries. Is associate professor and director of the graduate program, department of sociology, Oklahoma State University. His work has appeared in American Sociological Review, Social Psychology Quarterly, Sociological Perspectives, Sociological Spectrum;, and The Journal of the History of the Behavioral Sciences. His current research focuses on the creation of youth societies in early modern France, the theory of social structure in contemporary sociology, and status attainment research and its theoretical assumptions. |
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| Abstract: | This study examines the youth society which was created in the lycées and collèges of France in the nineteenth and early twentieth centuries. Using literary and social-historical records the personal and social experiences of youth in this milieu are delineated. A literary ethnography is constructed that presents a composite portrait of these actors'lives and society. In addition to certain beliefs, practices, and rules, authoritarian/coercive relations and hierarchical social structures are found to characterize this youth society. Attention is directed to the importance of explaining the emergence of this historical instance of a youth society within an elite school system in a way which identifies important structural processes operating in this setting and the larger societal context. |
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