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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 to teach” and “how to do it”. This article comes from a doctoral research project that aims to understand how “ordinary” teachers take hold of the “teaching to produce differently” prescription, what they do with it and what it produces, or not, on student learning. Epistemological aspect of the knowledge taught in these situations with particular professional stakes is highlighted.
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 three phases (present, past detour, future projection) and an interdisciplinary context (based, here, on industrial heritage). The creativity is one of the didactic focal points studied, the second concerns the consideration of "change" in ESD. Our research questions are as follows: what elements of meaning do pupils construct throughout the device? and what are the identifiable forms of change? Projections in the future, carried out by pupils, were analyzed. The main results concern the rather subtle appreciation by some pupils of overlapping and interwoven temporalities. The solicitation of imagination and creativity allowed the pupils to enter into processes of writing and rewriting, acting in multiple dimensions: with reality and through these re-qualifications of space.
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 forming the educational community to use information and communication technologies for an eco-social transformation: favour a cultural and pedagogical-centred approach to ICTs, identify the diversity of ICTs in order to assess their possibilities and limitations according to its own objectives, introduce ICTs that can support educational approaches of cooperation, debate, training in critical thinking and the notion of commonality, and finally do not overshadow the place of ICTs themselves in the current socio-ecological crisis.
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 conceptions of disability are often tainted with a subjective stigmatizing and limited vision that creates a barrier to “coexistence”. The social role conceptions theory is used within this thesis as a tool for thinking on “educations to”. We will question the experience and the School’s information on disabilities as potential factors of transformation of the social role conceptions of said “ordinary” high school students. Based on surveys, we will define a representative mapping of disability in the high school students group. Then, we will lead an experiment within two years in the « Travaux Personnels Encadrés” (TPE, stands for Personal Framed Activities) class. The experience tends to show that – with the teaching approach of “educations to” an experience with disability is possible within the School, and that it is a potential factor of positive transformation of social role conceptions. However, the barriers to “coexistence” are still standing.
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 educational practices, which promote cooperation between children, develop autonomy, sense of responsibility and education in citizenship. "What would be the impact of cooperation situations on the academic time dedicated to writing?" is the research question which this study brings a series of answers to. A hundred of elements composed by primary school schedules, questionnaires, teachers interviews on these subject matters constitute the corpus.
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 the primary source of inequality in the areas of education, health, or sustainable development. To clarify this thesis, the article is a first step in a long reflection that attempts to answer the following question: How, how far and how the epistemologies of the South are a reading grid relevance for the construction of an education for sustainable health? To begin this process, an initial response is devoted to a series of questions around the critique of dominant euro-centered epistemologies in the North by questioning the episteme of public health research as soon as it makes a social and political use of information, education in the field of public health and sustainable development.
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