Working at school. Career pathways, professional deontology, professional relationships and identities in the face of social justice

This essay aims to elaborate further and refine the theoretical framework that inspired the panel Working at School: Career Pathways, Professional Deontology, Professional Relationships, and Identities in the Face of Social Justice, clarifying the goals pursued during the debates held in Cagliari. First, the panel aimed to promote a multidisciplinary dialogue among the various fields studying work in schools—sociology, anthropology, pedagogy, and psychology—by involving researchers from different professional backgrounds. Secondly, it sought to strengthen the dialogue within sociology itself, particularly between the sociology of education and the sociology of labour and professions. Furthermore, it is essential to adopt a comparative and international perspective to situate the transformations of the teaching profession, highlighting the specificities and commonalities of different national contexts, such as Italy and France. Finally, the panel aimed to broaden the analysis to include all the actors involved in schools, going beyond the study of teaching to emphasize how teachers work alongside other professionals—such as educators, pedagogists, psychologists, and auxiliary staff—and to explore the specificities of their work.