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Edu - ISSN 2632-590X - © ISTE Ltd
The Educations journal is a space for reflection on educative issues beyond disciplinary and institutional boundaries and divisions. The aim of this journal is to enable authors to present articles that concern forms of « education », making it possible to examine their dynamics of emergence, their novelty, continuity or rupture nature.
This journal is a place to share practices and ideas for researchers but also for teachers, trainers and instructional designers. Authors can submit work focused on educational, pedagogical, didactic and curricular aspects.
La revue Educations est un espace de réflexion sur les enjeux éducatifs au-delà des frontières et des clivages disciplinaires et institutionnels. L’objectif de cette revue est de permettre aux auteurs de présenter des articles sur les formes d’ « éducations » permettant d’interroger leurs dynamiques d’émergence, leur caractère de nouveauté, de continuité ou de rupture.
Cette revue constitue un lieu de partage des pratiques et des réflexions pour les chercheurs mais également pour les enseignants, formateurs et ingénieurs pédagogiques. Les auteurs peuvent soumettre des travaux axés sur des aspects éducatifs, pédagogiques, didactiques et curriculaires.
Processus de sélection des articles et d’évaluations par des pairs
Le processus se déroule en 4 étapes avec des délais courts afin que la décision finale soit rendue dans un délai maximum de 4 mois :
1. A réception des articles les rédacteurs en chef établissent une première sélection afin d’éliminer les articles dont la qualité ou le contenu semblent loin des objectifs de la revue. Un accusé de réception est alors envoyé aux auteurs (15 jours maximum).
2. Dans le cas d’une acceptation de l’étape 1, les rédacteurs en chef choisissent un membre du comité éditorial (appelé éditeur) selon la thématique de l’article (ou un rédacteur associé dans le cadre d’un numéro spécial ou d’un dossier thématique). L’éditeur est en charge de piloter la procédure d’évaluation par des pairs (2 évaluateurs externes minimums).
3. A la réception des rapports d’évaluation l’éditeur et les rédacteurs en chef décident de la suite à donner à l’article (Acceptation, Publication après corrections, Refus). En cas de contradiction entre les deux rapports des évaluateurs externes, l’article sera soumis à un membre du comité de rédaction pour une évaluation complémentaire avant décision.
4. Un courriel est envoyé aux auteurs afin de leur signifier le résultat de l’évaluation. Les expertises ayant servies à fonder la décision sont également envoyées aux auteurs. La décision est sans appel. En cas de « Publication après corrections » les auteurs ont un délai court (2 à 4 semaines) pour procéder aux corrections. La version modifiée (accompagnée d’une lettre précisant la prise en compte par les auteurs des demandes formulées) est alors transmise à l’éditeur qui vérifie la pertinence des modifications. Si les corrections ne paraissent pas satisfaisantes, le comité de rédaction est consulté et peut refuser la publication de l’article.
Le numéro de la revue Educations a pour objectif d’aborder la question de l’éducation au développement durable dans un contexte international qui interroge le devenir de notre planète et de l’humanité (Dupuy,2004 ; Morin,2020). L’école se propose à plusieurs égards, de se saisir de cette thématique en premier lieu dans les curricula, à travers les " éducations à ", et en particulier celle relative au développement durable.
The Intergovernmental Panel on Climate Change (IPCC) is currently preparing its sixth assessment report, which will be published in 2022, but previous reports have highlighted the very significant impact of anthropogenic climate change on the entire planet in the 21st century. In this context, recent studies are conceptualizing climate change education. This article presents the first French synthesis of these works. It highlights the importance of teaching that integrates personal, action and knowledge dimensions, and it proposes possible guidelines for thinking about climate change education in a school context.
In what ways has education for sustainable development (ESD), as a new curricular context, influenced a school discipline, life and earth science (LES)? Our study is based on a diachronic analysis of the second year LES curricula from the 1990s to the present day (thematic, lexicometric analysis and analysis of didactic transposition times). The whole shows a regression of ecological knowledge in favour of the integration of hybrid knowledge linked to sustainable development (SD), a growing anthropocentrism and the opening of the discipline to social legitimacy. From this, we have drawn up guidelines for teacher training, in particular the importance of questioning the content of teaching, the relationship to knowledge, and of making the hidden curriculum explicit.
If education for sustainable development, introduced in French programs since 2004, seems necessary to consider the complexity of the environmental, social and economic challenges of the twenty-first century at school, the form which would consist in inculcating behaviors in younger generations is questionable. From an emancipatory perspective, work on complex, fuzzy problems linked to sustainable development seems an interesting voice for students to engage in critical reflection and build collective solutions. How, then, to work with this type of problem? Can we educate in complexity without taking charge of the problems for the students?
Climate change is a major societal concern. By taking it into consideration, the official instructions subject the school to a double challenge: to make the students understand scientifically the reasons for it and to engage them in the fight to stop it. Is it possible, and under what conditions, to reconcile these objectives? Our contribution studies these questions by focusing on the greenhouse effect, which is studied at different levels of education and regularly mobilized by the media. Based on a media support and on extracts from textbooks, we show on the one hand that what is proposed tends to get rid of scientific explanations in order to go as fast as possible to prescription and action; on the other hand, that the reasoned commitment of students for the climate necessarily passes by the development of critical ways of thinking and thus to their access to emancipating knowledge.
En proposant d’étudier à la fois la genèse et l’actualité, mais aussi la mise en œuvre et la réception des jeux numériques dans les mondes éducatifs, ce dossier thématique a pour objet d’enrichir la réflexion dans deux champs de recherche, celui des « éducations à » celui d’une culture numérique (ou informationnelle) qui s’impose.
During a research on the conception of a cultural product intended for the children (a comic strip and the cartoon which was adapted from it), we studied an application derived from the same universe, promotional tool ordered by the co-producing television channel. We analyzed the place of the action proposed to the child through various devices considered as interactive, including the game, as well as the discourses produced by the designers. Despite the central place given to it, the game is only a limited element of a logic of participation of the child in the universe in order to capture him. The game appears as a parenthesis that must not call into question the logic of the cartoon that largely guides the development of the application. It appears as a different way of viewing a cartoon. Beyond this example, it is a question of showing the tension between the content of the game and what makes the game a game, the relationship that we maintain with the content. The fixation on the content leads to limiting the dimension of the game itself.
Les Éonautes is a learning game developed for learning French as a foreign language (FLE) and released in 2012. It is probably the first video game to have been produced specifically for FLE, and is one of the very first video games for language learning. But it failed to meet the market, and the discontinuation by Adobe of the Flash technology, on which the animations are based, led to its interruption in April 2020. The purpose of this article is to provide feedback on this game, highlight its innovations, and analyze the reasons of the commercial failure.
Increasingly used in history class, the Assassin’s Creed series of video games makes the player embody a hero opposing the dictatorial aims of an occult group, at various times. To situate the game’s relationship to history, we interviewed 12 historians who were consulted to create these games, to explore their perceptions of the games’ content and their potential effects on players. The believable appearance of the game seems to them to carry the risk of bolstering its outlandish premise and supporting causal attribution based on the big characters. Some, however, also see it as an opportunity to develop critical thinking.
This exploratory study provides an analysis of public forums about the Assassin’s Creed series and its representation of the past. The data indicate two trends marked by discussions firstly on the quest for the historical authenticity and secondly on learning with such a video game. We propose to sift these discussions through epistemological stances in order to identify a typology of player-types who could engage through a process of investigation and historical problematization in a differentiated way.
Editorial Board
Editors in chief
Marco BARROCA-PACCARD
Haute École Pédagogique Vaud
Suisse
marco.barroca-paccard@hepl.ch
Jean-Marc LANGE
Université de Montpellier
jean-marc.lange@umontpellier.fr
Co-Editors
Angela BARTHES
Université d’Aix-Marseille
angela.barthes@univ-amu.fr
Dominique BERGER
Université Claude Bernard-Lyon 1
dominique.berger@univ-lyon1.fr
Céline CHAUVIGNE
Université de Nantes
celine.chauvigne@univ-nantes.fr
Sylvie CONDETTE
Université de Lille
sylvie.condette@univ-lille.fr
Eric DELAMOTTE
Université de Rouen
eric.delamotte@univ-rouen.fr
Stephanie DEMERS
Université du Québec en Outaouais
Canada
stephanie.demers@uqo.ca
Fadi EL-HAGE
CEEDD - Université Saint-Joseph
Liban
doyen-fsedu@usj.edu.lb
Philippe HERTIG
Haute école pédagogique Vaud
Suisse
philippe.hertig@hepl.ch