How do cultural policies work in Switzerland, and who makes the decisions? Who is considered a legitimate participant, and by what processes do these arrangements change, in (dis)favor of whom? This book focuses on the political, administrative and cultural actors who "make" cultural policies. Adopting an original configurational approach drawing on political science, the sociology of elites and cultural policy studies, this book focuses on the power and mobilization of actors to comparatively analyze the transformations of cultural policies in the cantons of Bern, Geneva and Basel-Stadt. In an approach combining chronological process analysis and network analysis, the differentiated evolutions of these public cultural policies are explained by the mobilization, or lack of it, of various coalitions and actors within the configurations. Certain participants are able to move decision-making processes forward by drawing on their institutional positions and their professional and personal interconnections: public policy entrepreneurs who work to promote change, and public policy mediators who act in favor of compromise. In this way, the book sheds light on the delicate articulation of different principles - between federalism and subsidiarity, between democracy and the autonomy of art - that structures debates and decisions concerning cultural policies in Switzerland.

Benefiting from support in a specific scheme since 2015, pupils backed by a Unité locale d'inclusion scolaire (local school inclusion unit) sketch the "French-style school inclusion model", and their growing numbers (DEPP) reveal just how far the schooling of pupils with disabilities now extends beyond compulsory education. However, more than their peers with a simple "disability" notification, these students experience significant discontinuities in their education (Bourdon, 2018, 2020). In particular, while 3rd grade is an institutional turning point for all students, when the "great distinction" between vocational and general high schools takes shape (Cayouette-Remblière, 2016), initial vocational Education is essential for most secondary school students with an Ulis, unless they lose this support - since a tiny minority of general high schools currently offer it. Using the initial results of the Trajulis survey currently underway on the inequalities in the trajectories of these Ulis-supported schoolchildren in the Lyon, Toulouse and Nantes academies (IRESP), we will show that there are local differences in the intermediate regulation of inclusive secondary education that are significant enough to reveal an "establishment effect" in orientation and post-compulsory education circulation.