How do farmers think about time? What are the categories and measures of time used by them in their daily life? Does the concept of working time have any meaning for this group, which declares the longest working weeks of all socio-professional categories? This article begins by exploring the ways in which farmers responded to a survey conducted in 2024, and how these ways of responding can shed light on their limited dispositions to declare “working hours” in abstracto. The second part of the article analyzes interviews in which farmers were asked to describe a day of their daily lives. It gives evidence of a recurring narrative pattern, built on an alternation between “rigid” times associated with tasks that cannot be postponed, and more indetermined times that can be allocated to a vast array of heterogeneous tasks. Farmers therefore use vernacular categories (“bricole”, “relâche”, “paperasse”, or “causette”), and, at times, adopt institutional categories (such as “astreinte”). Globally, farmers’ perception of time appears to be strongly associated with the tasks they perform. This is reflected by a language deeply anchored in the experience of practice, contrary to the abstract notion of “working hours”.

Abstract In the early twentieth century, the Bata company became one of the largest shoe manufacturers in the world, and an emblematic icon of family capitalism. This paper presents an overview of the social welfare system developed by the firm, first in its hometown of Zlín (Moravia) and then in more than thirty company towns founded in Czechoslovakia, Europe, and other continents from the 1920s to the 1950s. It shows how the initial model provided by the city of Zlín took different forms after being exported to other settlements, and aims to identify the causes of this divergence. Following a transnational perspective, this research contributes to a better understanding of how policies, models, and practices transferred around the world by multinational companies can be reshaped according to national and local contexts.

At the aftermath of the first national lock down in France, it has been argued that our attitudes towards time have undergone profound changes. This thesis is discussed based on an empirical study of the variations of the feeling of running out of time in three periods: before the COVID-19 crisis, during the first lock down (which was particularly strict), and during the second lock down (which was less restrictive). Statistical analysis of data from four large-scale surveys shows a general decline of time-squeeze feelings during the first lock down, followed by a partial return to normal during the second lock down. The feeling of running out of time therefore had a two-month eclipse before regaining a central place in the daily life. The persistence of attitudes towards time is also manifested in the remarkable stability of the social polarization of the time-squeeze feeling, which primarily concerns, both in lock down and in “normal” times, the upper classes, the middle-aged and women. These results take on meaning in a sociological approach to attitudes towards time, conceived as one of the primary components of individuals’ relationship to the world that is anchored in class and gender relationships.

Au xx e siècle, le travail ouvrier effectué en dehors de l’usine, suivant le modèle du putting-out system , est le plus souvent interprété comme une survivance de pratiques anciennes. Avec le cas de l’entreprise de chaussures Bata, dont l’usine est implantée en Moselle dans les années 1930, c’est une dynamique inverse qui s’observe : il faut attendre les années 1950 pour que se développe une production réalisée à domicile puis, parallèlement, en ateliers ruraux. Dans cet article, on s’attache à analyser les circonstances et modalités d’émergence de ces deux formes de putting-out system . On se propose également de comparer les configurations particulières dans lesquelles s’inscrit chacune de ces productions hors-usine et de spécifier leurs usages sociaux, en considérant tant l’offre que la demande de travail.

et de quelque manière que ce soit, est interdite sauf accord préalable et écrit de l'éditeur, en dehors des cas prévus par la législation en vigueur en France.Il est précisé que son stockage dans une base de données est également interdit.

Alors que depuis les annees 1970 se multiplient les essais mi-savants mi-prophetiques sur l’« universite entrepreneuriale », l’economie de la connaissance ou les nouveaux modes de production des savoirs, on mesure l’importance des etudes empiriques solides qui documentent l’evolution des pratiques et de l’organisation sociale du monde de la recherche. Le travail de recherche est de celles-ci. Le titre de l’ouvrage est explicite sur la demarche originale de l’auteure. Elle propose, en effet, d...

The relationship of functional complementarity between teaching and research tasks in academic work varies greatly across countries. Work on the French case suggests that the organization of the categories of teaching and research staff and the system of academic careers has not changed dramatically in the last three decades. By analyzing the composition of the different groups of French academic personnel and the stages of their careers, we highlight the development of a category of staff neglected by the literature: those with secondary school teacher qualifications assigned to higher education, which make up a fifth of the university workforce. The assignment of staff with teaching-only status follows three distinct logics: to provide support for teaching in the fields and institutions with high educational investment; to supply personnel to new fields; and as part of the process of probationary selection for acceeding “teaching and research” positions. These three uses of assignment occur to varying extents in the various disciplinary and institutional fields of French higher education, depending on whether teaching is complementary to or exclusive of research work.

The functional complementarity of teaching and research in academic work varies considerably across countries. Studies of the situation in France suggest that the way in which categories of teaching and research staff and the system of academic careers are organized has not fundamentally changed in the last three decades. Our analysis of the composition of the different groups of French academic personnel and their career paths highlights a category of staff neglected by the literature: those with secondary education teaching qualifications assigned to higher education, who account for a fifth of academics employed by the university. The employment of staff with teaching-only status has three distinct purposes: to provide support in the disciplines and institutions that require large numbers of teachers; to supply personnel for new courses; and to contribute to the probation and selection process for appointment to “teacher-researcher” positions. These three uses vary according to whether teaching is complementary to or exclusive of research in the various disciplines and institutions in French higher education.

The relationship of functional complementarity between teaching and research tasks in academic work varies greatly across countries. Work on the French case suggests that the organization of the categories of teaching and research staff and the system of academic careers has not changed dramatically in the last three decades. By analyzing the composition of the different groups of French academic personnel and the stages of their careers, we highlight the development of a category of staff neglected by the literature: those with secondary school teacher qualifications assigned to higher education, which make up a fifth of the university workforce. The assignment of staff with teaching-only status follows three distinct logics: to provide support for teaching in the fields and institutions with high educational investment; to supply personnel to new fields; and as part of the process of probationary selection for acceeding "teaching and research" positions. These three uses of assignment occur to varying extents in the various disciplinary and institutional fields of French higher education, depending on whether teaching is complementary to or exclusive of research work.

About one-fifth of France's occupied labour force is involved in long working weeks exceeding the legal limit of 48 hours. The working week can, however, represent several different working time arrangements. Analysis of French National Statistics survey data shows that no time regime applies when working weeks are lengthened, meaning that this tends to recur to a greater or lesser extent over time. This may result from an extension of daily working hours, an increase in the number of working days or both. The resulting configurations are rooted in socio-economic inequality, notably based on individuals' socio-professional category or gender, after accounting for differences in the social models of working time organisation.

Gender-related inequalities in scientific careers are widespread, evidenced by the attrition of women along the different stages of the promotion ladder. We studied the interwoven personal and professional trajectories of researchers in ecology and compared these trajectories between France and Norway. Given their differing welfare state policies and work/family regimes, we expected contrasts in the depth and modalities of the gender gap. We focused on the career consequences of time-use inequalities in the workplace and in the private sphere (domestic tasks and parental care). We find a more frequent assignment of women to less-valued tasks at work (e.g. teaching) and pronounced gender differences in the involvement in domestic and parental tasks, especially in France. Age at promotion and probability to be promoted differed between gender in both countries and more so in France, women being less promoted and promoted later than men. This gender gap was particularly discriminating women with children, when they were either single or with a partner who also was a researcher. These differences are mainly due to a lower scientific productivity of women when they get children. These analyses raise a number of questions on welfare policies and on the definition of academic standards of peer judgment within local employment policies in universities.

La relation de complémentarité fonctionnelle entre les tâches d’enseignement et de recherche dans le travail académique varie beaucoup selon les pays. Les travaux sur le cas français suggèrent que l’organisation des corps d’enseignants-chercheurs et le système des carrières académiques n’ont pas connu d’évolution profonde depuis trois décennies. En analysant la composition des corps universitaires français et les séquences de leurs carrières, nous mettons en évidence le développement d’une catégorie de personnels trop négligée par la littérature : les enseignants du secondaire affectés dans le supérieur, qui composent un cinquième des effectifs titulaires universitaires. L’affectation de ces personnels exclusivement enseignants obéit à trois logiques distinctes : le soutien à l’enseignement dans les filières et les institutions à fort investissement pédagogique ; l’apport en personnel à des filières nouvelles ; la sélection probatoire pour l’accès à des postes d’enseignant-chercheur. Ces trois usages de l’affectation interviennent à des degrés variables dans les différentes filières disciplinaires et institutionnelles de l’enseignement supérieur français, selon que l’enseignement y est complémentaire ou exclusif de l’activité de recherche.

Ce onzieme corpus de la Nouvelle Revue du Travail s’interesse aux durees elevees de travail et en interroge les mecanismes sous-jacents. Ce theme fait l’objet d’un debat fort anime en Amerique du Nord depuis les annees 1990, suite a la parution de l’ouvrage de Juliet Schor, The Overworked American (1992). D’apres l’auteure, on assisterait a un processus d’extension des durees de travail aux Etats-Unis depuis les annees 1970. L’interet pour la question est amplifie par une controverse autour d...

Parmi tous les instruments d'action publique mobilises en vue de gouverner les activites scientifiques, le Research Excellence Framework (REF) occupe une position emblematique de par la precocite de sa mise en œuvre (dans le Royaume-Uni des annees 1980) et l'importance qu'il a acquise tant aux yeux des gouvernants que des populations « cibles ».Il s'agit d'un cycle d’evaluation de la recherche dont la genese remonte au milieu des annees 1980. Initialement intitule « Research Selectivity Excercise », rebaptise « Research Assessment Exercise » puis « Research Excellence Framework », le dispositif a connu des evolutions dans ses methodes et dans la philosophie qui le fonde. Depuis les annees 1990, il assure egalement une fonction d'instrument budgetaire, puisque ses resultats servent a definir une repartition fortement inegale des financements publics entre les 160 etablissements d'enseignement superieur du Royaume-Uni. Les sept cycles d'evaluation effectues (1986, 1989, 1992, 1996, 2001, 2008 et 2014) ont donne lieu a l'expertise de la « production scientifique » de l'ensemble des unites de recherche, ce qui represente, pour l'annee 2014, pres de 200 000 « outputs » publies par 55 000 chercheurs.Ce chapitre contribue a une sociologie du gouvernement des disciplines a travers l'analyse de la transformation des supports de diffusion de la recherche (articles, ouvrages, autres formats) et de leur lien potentiel avec les criteres d’evaluation du REF. Nous nous basons sur une exploitation statistique de donnees portant sur les cinq derniers cycles (de 1992 a 2014). On constate sur cette periode une progression notable, dans toutes les disciplines, de la part des publications sous forme d'article, et une diminution de la part des formats non-canoniques (e.g. production audio-visuelle, exposition, brevet, base de donnee, logiciel). Les disciplines sont toutefois inegalement concernees par ces evolutions. Les comparaisons suggerent l'existence d'une tripartition des disciplines au regard du processus d'« articlisation » de la communication scientifique : les disciplines les plus productrices de formats eclectiques (lettres classiques, theologie, musique, litterature anglaise) sont tendanciellement moins concernees par l'articlisation, tout comme celles qui, faisant deja un usage massif de l'article dans les annees 1990, atteignent un seuil de saturation (disciplines medicales, chimie, physique). Ce sont en definitive les disciplines occupant une position intermediaire qui voient leurs pratiques evoluer le plus rapidement en faveur du format hegemonique (genie, etudes sportives, sociologie, sciences de l'education).