Daniel Frandji

Daniel Frandji is a Professor of Education Sciences and Training at Université Lumière Lyon 2, affiliated with the Laboratoire Education, Cultures, Politiques (ECP). He holds a Habilitation in Education Sciences from Université Paris V (2016) and a doctorate from EHESS (1999). His research focuses on public educational policies, sociological analysis of curriculum and pedagogy, and the interplay between educational justice, inequalities, and social change. Key areas include territorialization of educational policies, equity in priority education systems, and Basil Bernstein’s sociological theories.

He has led major projects like the EuroPEP study (2007–2011, EU-funded) comparing priority education policies across 8 European countries. Currently co-coordinates the national research network CÉRÉ (Cities Éducatives and Educational Research). His work bridges theoretical contributions (e.g., pedagogic rights, normativity) with empirical studies on policy implementation and educational reforms, including the 2013–2017 evaluation of France’s school rhythm reforms.

Publications span over 40 peer-reviewed articles and books, including co-editing Knowledge, Pedagogy and Society (2011) and recent works on educational accessibility (2024). He serves on scientific committees for institutions like the Laboratoire de l’Éducation (CNRS-ENS Lyon) and actively engages in international debates on education policy and civic engagement.