Social diversity, a consensual notion, at least in appearance, has, over the past few years, become an inescapable topic in all the debates on education and schools. But what do we really know about it? How to define and measure it? What are the instruments that promote it or on the contrary hold it back? What place does it have in today's educational policies? Does it really generate change? This work, in answer to these questions, clarifies the concept and provides tools for measuring and assessment so as to better explore the gaps between intentions and realisations.
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