Investigating the Impact of Socio-Educational Interventions on “New Pupils'” Construction of School Experience a Comparative Analysis of Pupil Sociology and Classroom Ethnography

The sociology of school experience reflects an epistemological paradigm that not only allows for an in-depth exploration of the daily construction of school sense for pupils but also makes it possible to manifest the various articulations of the school industry of educational and social inequalities based on the nature of the relationship between spatial effects and school effects. Accordingly, this paper attempts to measure the impact of socio-educational interventions in schools in reducing the educational inequalities created by the school and ensuring the integration of new pupils into the school culture. Anti-school behaviors, such as violence, cheating, and bullying, often represent reactions by new pupils to the increase of social inequalities under the guise of school pedagogical authority. This suggests a shift from social inequalities in school to inequalities in educational success and professional integration. We propose a three-pronged approach to analyzing these issues: 1) examining the interplay between the sociology of pupils and classroom ethnography; 2) investigating the influence of socio-educational interventions on shaping the sense of school experience; and 3) exploring the shift from social inequalities to educational inequalities focusing on professional practices, classroom experiences, and the school industry's role in enhancing inequalities.