Evolutions of the Complex Relationship Between Education and Territories


Volume 1 - Education SET Coordinated by Gérard Boudesseul and Angela Barthes

Evolutions of the Complex Relationship Between Education and Territories

Edited by

Angela Barthes, Aix-Marseille University, France
Pierre Champollion, Lyon University, France
Yves Alpe, Aix-Marseille University, France


ISBN : 9781786302304

Publication Date : March 2018

Hardcover 350 pp

165.00 USD

Co-publisher

Description


This book represents an up-to-date summary on the issue of education and territory. By questioning the relationship between education and territory according to three main axes – historical evolutions, contemporary interactions and original theorizations – this book highlights the importance of the territorial contextualization of schooling. This is something which has long remained in the blind spot of research in education sciences which, until now, have primarily focused on social and institutional contexts.

The 14 chapters of this book analyze the numerous interactions that have developed between education (formal schooling, pedagogy, teaching, direction) and territory (prescribed, lived, dreamed, internalized). Essentially, if territory can impact education in terms of context, it can also play an active role as an educational actor, to the point where it becomes a “learning territory”.

In order to re-examine the structure of the school system and better understand its complex relationship with territory, case studies are provided and crucial questions are explored, focusing on the territorial inequalities of education and direction, territorialized public policies, as well as the characteristics and common points of rural and urban schools.

Contents


Part 1. Historical Developments and Contemporary Modalities of Interactions between Education and Territories
1. What Role Should Territories Play in Public Education Policies?, Bruno Garnier.
2. Heads of Schools: New Education– Territory Interaction Drivers?, Alain Bouvier, Michel Boyer, Thierry Eymard and Laurent Rieutort.
3. Educational Success: A Multi-actor Project in a Learning Territory Approach, Maryvonne Dussaux.
4. “Education For”, Territories and Positions of Teachers: Rupture and Tension, Jean-Marc Lange.
5. Education for Sustainable Development and Territories: Toward a New Age of Educational Relationships with Territories in Agricultural Education?, Christian Peltier.
Case Study 1. What Levers Exist for Preventing Orientation and Education Inequalities of Territorial Origin in Adult Training? Case of the Bio-construction Regional Vocational Training Center in the Southern Alps, Valérie Guillemot.

Part 2. Territories as Sources of Pedagogical Renewal
6. Local Territory in French School Geography, Christine Vergnolle Mainar, Sophie Gaujal and Caroline Leininger-Frezal.
7. When Territorial Commitment Gives Meaning to Professional Activity: Cases of Teachers in Rural Schools in France, Chile and Uruguay, Catherine Rothenburger.
8. Relatedness with the Non-Human Environment and Motivation Systems: Keys to Include the Territory in Environmental Education, Christian Reynaud, Rouba Reaidi and Serge Franc.
9. Territory-Based Education in Elementary Schools: PNR Queyras-EN Projects, Sylviane Blanc-Maximin and Michel Floro.
10. Sensitive Postcard of a Local Territory: Development and Issues, Sophie Gaujal.
Case Study 2. Is the Rural Primary School a Hospitable School? Parents’ Point of View, Benoit Dejaiffe.

Part 3. Educational Policies and Territorial Education Inequalities
11. The Rural School, a Polysemous Object with Significant Societal Challenges? Current Research Contexts and Positions, Angela Barthes and Yves Alpe.
12. Relationships between Career Orientation and Territoriality: Elements of Theorization from Rural Mountain Areas, Pierre Champollion.
13. Toward Convergences between Rural and Urban Comparative Analyses of Educational Contexts and Social Representations in CM2, Pierre Champollion.
14. The Inadequacy of French Rural School Public Policies, Yves Alpe and Angela Barthes.
Case Study 3. Comparison of Rural and Urban Area Girls’ Career Orientation at the End of Troisième, Boris Meunier.

About the authors


Angela Barthes is Professor at Aix-Marseille University in France and a member of the ADEF laboratory.

Pierre Champollion is a Doctor of Educational Sciences, member of the ECP laboratory, Lyon University in France and Chair of the Observatoire Education et Territoires (Education and Territories Observatory).

Yves Alpe is a sociologist and Professor Emeritus (Aix-Marseille University, ADEF).