Details
Evolutions of the Complex Relationship Between Education and Territories
1. Aufl.
144,99 € |
|
Verlag: | Wiley |
Format: | |
Veröffentl.: | 15.03.2018 |
ISBN/EAN: | 9781119516514 |
Sprache: | englisch |
Anzahl Seiten: | 352 |
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Beschreibungen
<p>The book weaves the story of the complex links between education and its territories. The aim here is to examine the education couple - understood in the broadest sense: school, college, high school, universities - and territory, according to three main axes: the history and the characterization of the different ties maintained And which the school and its territory always maintain; That of the categorization and characterization of the territories in which the school is situated, of the educational policies - both explicit and grassroots - connected with it and their effects on the school; That of recent pedagogical, didactic and organizational innovations. The book is based on French specialists in territorial education issues.</p>
<p>Introduction xiii</p> <p><b>Part 1. Historical Developments and Contemporary Modalities of Interactions between Education and</b> <b>Territories 1</b></p> <p>Introduction to Part 1 3</p> <p><b>Chapter 1. What Role Should Territories Play in Public Education Policies? 5<br /></b><i>Bruno GARNIER</i></p> <p>1.1. Summary 5</p> <p>1.2. Introduction 5</p> <p>1.3. Can the policy of recognition be established in France? 6</p> <p>1.4. Globalization and national identity 8</p> <p>1.5. Territorialization of education policies 10</p> <p>1.6. Conclusion 12</p> <p>1.7. Bibliography 13</p> <p><b>Chapter 2. Heads of Schools: New Education–Territory Interaction Drivers? 19<br /></b><i>Alain BOUVIER, Michel BOYER, Thierry EYMARD and Laurent RIEUTORT</i></p> <p>2.1. Summary 19</p> <p>2.2. Introduction 19</p> <p>2.3. Territories and the educational system: renewed challenges 20</p> <p>2.3.1. The student at the center of a territorialized educational ecosystem 20</p> <p>2.3.2. Geographical change: from “identity territory” to “network territory” 22</p> <p>2.3.3. Seek coupling and collaboration among educational spaces 24</p> <p>2.4. A research-action project 26</p> <p>2.4.1. Knowledge based for co-construction within the territories 26</p> <p>2.4.2. Quebec experience: community school 27</p> <p>2.4.3. First step in collecting practices 28</p> <p>2.5. Territorial risk management: first points of view 29</p> <p>2.5.1. Which drivers? Being promoters of open, integrative and territorialized educational practices 29</p> <p>2.5.2. What actions? Address the challenge of success and build partnerships 30</p> <p>2.5.3. Which territories? At the heart of a new territoriality 32</p> <p>2.6. Conclusion 35</p> <p>2.7. Bibliography 35</p> <p><b>Chapter 3. Educational Success: A Multi-actor Project in a Learning Territory Approach 37<br /></b><i>Maryvonne DUSSAUX</i></p> <p>3.1. Summary 37</p> <p>3.2. Introduction 37</p> <p>3.3. Educational success: responsibility of local actors 39</p> <p>3.3.1. An increasingly global and territorialized action 39</p> <p>3.3.2. Education at the heart of the territory project 42</p> <p>3.4. Networks of actors in the field of education 48</p> <p>3.4.1. Reformulation of social and educational action 48</p> <p>3.4.2. Toward a “learning territory” approach 54</p> <p>3.5. Conclusion 58</p> <p>3.6. Bibliography 59</p> <p><b>Chapter 4. “Education For”, Territories and Positions of Teachers: Rupture and Tension 61<br /></b><i>Jean-Marc LANGE</i></p> <p>4.1. Summary 61</p> <p>4.2. Introduction 61</p> <p>4.3. School model and territories 62</p> <p>4.4. An inclusion for what purpose? 63</p> <p>4.5. “Create a community” to address development challenges 66</p> <p>4.5.1. Project modality 66</p> <p>4.5.2. Possible forms and desirable form 67</p> <p>4.6. Conclusion and perspectives: social responsibility of the school undertaken 71</p> <p>4.7. Bibliography 72</p> <p><b>Chapter 5. Education for Sustainable Development and Territories: Toward a New Age of Educational</b> <b>Relationships with Territories in Agricultural Education? 77<br /></b><i>Christian PELTIER</i></p> <p>5.1. Summary 77</p> <p>5.2. Introduction 78</p> <p>5.3. Structuring elements of the link with the territory in agricultural education 79</p> <p>5.3.1. Specificities enhancing opening to the territories 79</p> <p>5.3.2. An old anchorage and new perspectives 80</p> <p>5.3.3. A double difficulty: problematization and knowledge-tools 83</p> <p>5.3.4. The opportunity of the “teach to produce differently” strategic project 84</p> <p>5.4. An educational approach by territorialized integrative objects 85</p> <p>5.4.1. The concept of integrative object 85</p> <p>5.4.2. A didactic and territorial approach to integrative objects 86</p> <p>5.4.3. Knowledge at stake: cognitive and conceptual approach to territorialized integrative objects 87</p> <p>5.5. Issues posed by teaching activities on some territorialized integrative objects 88</p> <p>5.5.1. Badger 89</p> <p>5.5.2. Chicken breeding 91</p> <p>5.5.3. The vegetable garden 92</p> <p>5.6. Conclusion 93</p> <p>5.7. Bibliography 95</p> <p>Case Study 1. What Levers Exist for Preventing Orientation and Education Inequalities of Territorial Origin in Adult Training?</p> <p>Case of the Bio-construction Regional Vocational Training Center in the Southern Alps 99<br />Valérie GUILLEMOT</p> <p>Part 2. Territories as Sources of Pedagogical Renewal 115</p> <p>Introduction to Part 2 117</p> <p><b>Chapter 6. Local Territory in French School Geography 119<br /></b><i>Christine VERGNOLLE MAINAR, Sophie GAUJAL and Caroline LEININGER-FREZAL</i></p> <p>6.1. Summary 119</p> <p>6.2. Introduction 119</p> <p>6.3. Local setting in the teaching of geography: a variable place according to the eras and levels of education 121</p> <p>6.3.1. 19th–20th Century: back and forth of the study of local setting in syllabuses 121</p> <p>6.3.2. 21st Century: the primacy of the local setting in primary school, introducing the local setting in secondary schools 123</p> <p>6.4. Relevance of the local setting in contemporary school geography: a challenge for teachers 126</p> <p>6.4.1. Inhabiting: an epistemologically vague term 126</p> <p>6.4.2. Difficulties in handling the local setting 128</p> <p>6.4.3. Studying the local setting: a vector to transform ordinary practices 130</p> <p>6.5. Conclusion 132</p> <p>6.6. Bibliography 133</p> <p><b>Chapter 7. When Territorial Commitment Gives Meaning to Professional Activity: Cases of Teachers in</b> <b>Rural Schools in France, Chile and Uruguay 135<br /></b><i>Catherine ROTHENBURGER</i></p> <p>7.1. Summary 135</p> <p>7.2. Introduction 135</p> <p>7.3. Theoretical contributions 136</p> <p>7.4. Methodology 137</p> <p>7.5. Findings 138</p> <p>7.5.1. Search for the territory social recognition and learning: common bases of a territorial commitment 138</p> <p>7.5.2. Territorial commitment: what local issues and actions? 140</p> <p>7.6. Conclusion 142</p> <p>7.7. Bibliography 144</p> <p><b>Chapter 8. Relatedness with the Non-Human Environment and Motivation Systems: Keys to Include the</b> <b>Territory in Environmental Education 147<br /></b><i>Christian REYNAUD, Rouba REAIDI and Serge FRANC</i></p> <p>8.1. Abstract 147</p> <p>8.2. Introduction 147</p> <p>8.3. A complex model of human motivations 148</p> <p>8.4. Relatedness between non-human environment and motivation 150</p> <p>8.5. Relatedness, sensitive approach to environmental education and motivation 151</p> <p>8.6. Conclusion 153</p> <p>8.7. Bibliography 153</p> <p><b>Chapter 9. Territory-Based Education in Elementary Schools: PNR Queyras-EN Projects 155<br /></b><i>Sylviane BLANC-MAXIMIN and Michel FLORO</i></p> <p>9.1. Summary 155</p> <p>9.2. Introduction 155</p> <p>9.3. School–territory relationships faced with different types of conflicts 156</p> <p>9.4. The concept of territory-based education 157</p> <p>9.4.1. Know-how favored by territory 158</p> <p>9.4.2. A cultural mediator aspect 159</p> <p>9.4.3. The territory via its local heritage: promoter of values? 160</p> <p>9.4.4. Territory-based education? 161</p> <p>9.4.5. Conditions for the integration of the school in its territory. 161</p> <p>9.5. Case study: partnership territorial educative project in the Queyras valley 162</p> <p>9.5.1. Queyras and its writing tradition 162</p> <p>9.5.2. Methodology 163</p> <p>9.6. Results 164</p> <p>9.6.1. Acquisition of local know-how 164</p> <p>9.6.2. Unleashing the power of expression 165</p> <p>9.6.3. Ambitious pedagogic approach 165</p> <p>9.6.4. Civic values? 165</p> <p>9.6.5. Education on local heritage 166</p> <p>9.6.6. Making people responsible? 166</p> <p>9.6.7. Heritage: a risk of isolationism 166</p> <p>9.7. Conclusion 167</p> <p>9.7.1. Anchoring a mountain territory in primary school partnership projects 167</p> <p>9.7.2. A dynamic territory 168</p> <p>9.7.3. Which emancipation? 168</p> <p>9.7.4. The territory, a dynamic tool for education 169</p> <p>9.8. Bibliography 169</p> <p><b>Chapter 10. Sensitive Postcard of a Local Territory: Development and Issues 173<br /></b><i>Sophie GAUJAL</i></p> <p>10.1. Summary 173</p> <p>10.2. Introduction 173</p> <p>10.3. First stage (T1): an ordinary course that promotes reasoned geography 174</p> <p>10.4. Second stage (T2): generating spontaneous geography through a field trip 175</p> <p>10.5. Third stage (T3): articulating spontaneous geography and reasoned geography by the development of a sensitive postcard. 178</p> <p>10.6. Fourth stage (T4): reformulations 186</p> <p>10.6.1. Overview 186</p> <p>10.7. Bibliography 187</p> <p>Case Study 2. Is the Rural Primary School a Hospitable School? Parents’ Point of View 189<br /><i>Benoit DEJAIFFE</i></p> <p><b>Part 3. Educational Policies and Territorial Education Inequalities 203</b></p> <p>Introduction to Part 3 205</p> <p><b>Chapter 11. The Rural School, a Polysemous Object with Significant Societal Challenges? Current</b> <b>Research Contexts and Positions 207<br /></b><i>Angela BARTHES and Yves ALPE</i></p> <p>11.1. Summary 207</p> <p>11.2. Introduction 207</p> <p>11.3. How the rural school became a research “problem” and subject 208</p> <p>11.3.1. The supposed “deficiencies” of the rural school and inappropriateness of educational policies 208</p> <p>11.3.2. Pedagogical and institutional responses to the supposed difficulties of rural students 210</p> <p>11.4. What research exists around the rural school problems? 212</p> <p>11.5. Current major research debates on rural schools 215</p> <p>11.5.1. The paradox of good rural academic results 215</p> <p>11.5.2. Can we still talk about the lack of ambition by rural students? 216</p> <p>11.5.3. Is there a “territory effect” on the educational performance and trajectories of rural students? 216</p> <p>11.6. Conclusion 218</p> <p>11.7. Bibliography 220</p> <p><b>Chapter 12. Relationships between Career Orientation and Territoriality: Elements of Theorization from Rural Mountain Areas 223<br /></b><i>Pierre CHAMPOLLION</i></p> <p>12.1. Summary 223</p> <p>12.2. Introduction: historical reviews related to the general theme: “education and territory” 224</p> <p>12.3. Key components of the conceptual framework 228</p> <p>12.3.1. Educational inequalities, academic inequalities, career orientation inequalities 228</p> <p>12.3.2. Territory and territoriality: two related composite concepts 229</p> <p>12.4. The case of rural mountain area schools 232</p> <p>12.4.1. The initial question 232</p> <p>12.4.2. Main characteristics of the rural mountain area school 234</p> <p>12.4.3. Current developments: toward a gradual “deconstruction” of the historical specificity of the rural mountain area school? 237</p> <p>12.5. Approaches to the relationships between career orientation and territoriality 238</p> <p>12.5.1. Historical background and societal challenges 238</p> <p>12.5.2. Career orientation in rural mountain areas 239</p> <p>12.5.3. Adapting the school to the local context 241</p> <p>12.5.4. “Effects of territory”? 243</p> <p>12.6. Conclusions: main achievements of the research, pending issues, thematic continuity and elaboration and avenues for research 247</p> <p>12.6.1. Main achievements of the research 247</p> <p>12.6.2. Pending issues 248</p> <p>12.6.3. Thematic continuity and elaboration 248</p> <p>12.6.4. Toward a theoretical reappraisal? 250</p> <p>12.6.5. By way of proper “conclusion” 251</p> <p>12.7. Bibliography 252</p> <p><b>Chapter 13. Toward Convergences between Rural and Urban? Comparative Analyses of Educational</b> <b>Contexts and Social Representations in CM2 261<br /></b><i>Pierre CHAMPOLLION</i></p> <p>13.1. Summary 261</p> <p>13.2. Introduction 262</p> <p>13.3. Problem and current developments 262</p> <p>13.4. Corpus and methodology 265</p> <p>13.4.1. Corpus 265</p> <p>13.4.2. Methodology 267</p> <p>13.5. Findings and analyses 267</p> <p>13.5.1. Contexts (cultural and family) 267</p> <p>13.5.2. Territorial social representations (of surrounding and remote territories) 272</p> <p>13.5.3. Perceived behaviors, assessed-projected performances and orientation–insertion projects 275</p> <p>13.5.4. General overview of section 13.5 283</p> <p>13.6. Provisional findings and research avenues 284</p> <p>13.7. Bibliography 286</p> <p><b>Chapter 14. The Inadequacy of French Rural School Public Policies 289<br /></b><i>Yves ALPE and Angela BARTHES</i></p> <p>14.1. Summary 289</p> <p>14.2. Introduction 289</p> <p>14.3. Rural school contexts and recent research developments 290</p> <p>14.3.1. Age-old delay of the rural school and its poor image 290</p> <p>14.3.2. The reversal of trends from the 1990s: toward the observation of good academic performance of rural students 291</p> <p>14.3.3. What recent studies on the rural school apparently reveal: the end of rural student specificity? 292</p> <p>14.3.4. Rural students’ school projects are becoming less and less specific. 295</p> <p>14.3.5. Rural students’ professional plans are no longer significantly marked by their territory of residence 297</p> <p>14.3.6. End of rural students’ attachment to their territory? 301</p> <p>14.4. End of rural students “specificity” and inadequacy of public education policies 303</p> <p>14.4.1. What the General Inspectorate’s reports said about rural schools 303</p> <p>14.4.2. Territorialized educational policies in view of rural developments 304</p> <p>14.5. Conclusion 306</p> <p>14.6. Bibliography 307</p> <p>Case Study 3. Comparison of Rural and Urban Area Girls’ Career Orientation at the End of Troisième. 309<br />Boris MEUNIER</p> <p>Conclusion 319</p> <p>List of Authors 325</p> <p>Index 327</p>
<strong>Angela Barthes</strong>, Université d'Aix-Marseille, France. <p><strong>Pierre Champollion</strong>, Université Lumière Lyon 2, France. <p><strong>Yves Alpe</strong>, Université d'Aix-Marseille, France.