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Vol 2 - Issue 1


List of Articles

Comparative study of two teaching practices to support the agroecological transition

Agro ecology project for France is defined by law for the future of agriculture, food and forestry at national scale since 2014. In agricultural education, this law has been turned into the strategically focus of "Teaching to produce differently”. Which one impacts both “What (...)

Imagine futur’s of territory: Heritage as leverage of "change" in ES

This collaborative research in education for sustainable development (EDD) was implemented in the school of Biver (south-east of France), in territory of a Human Environment Observatory (HEO). It is based on a pedagogical model called " Tem Ter i 3 " which takes place in (...)

Challenges of digital education for a school community that contributes to eco-social transformation

With a hybrid positioning between theory and practice, this article is based on the experiences of the Group for the Pedagogical Integration of Information and Communication (GIPTIC) in Education for Sustainable Development (ESD) of the Paris Academy to make proposals for (...)

Education to disability in a school environment: an approach by social representations within a high school student group

The inclusive and transformative approach of social representations imputed to the School provides a spot for uprising teaching dynamics to address a social issue of the XXIst century: coexistence. The encounter with the Other isn’t “self-evident” (Jodelet, 2003). Social role (...)

Cooperation between pupils, education in citizenship and writing in primary school

In primary school, writing situations are mainly proposed to pupils through exercises which are completely free from communication rationals. A didactic process of these leanings would be, inter alia, to construe them within a process which aims to make sense. The (...)

Education for sustainable health as a lever for social transformation

This article is based on a strong central thesis: the social and political use of public health research leads to the observation that there can be no health education devices conducive to sustainable development without cognitive justice to the extent that epistemology is (...)

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Volume 17- 1

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Volume 18- 2

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Volume 19- 3

Issue 1