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Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Through this paper, we explore plurilingual and intercultural communication’s situations in a medical context from the point of view of epistemic injustices (Fricker, 2007). Using narrative explicitative interviews on two situations (concerning birth and death), described by two intercultural mediators, we analyze their practices and highlight what they do to ensure that non-native speakers’ voice is listened to and believed. Our study contributes, on the one hand, to highlighting certain aspects related to epistemic injustices in intercultural communication, and on the other hand, to rethinking critically the relations between the ontologies underlying the relationship to the other, to the body and to health, mobilized in medical institutions. [ABSTRACT FROM AUTHOR]

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this paper is to address authority in educational relations by focusing on the specific vulnerabilities to which one who successfully occupies the position of authority in the contemporary democratic context is exposed. The purpose, from a philosophical point of view, is articulated around a broad acceptation of the concept of benevolence and in permanent resonance with the dual challenge of individual autonomy and the autonomous functioning of collectives, which seems to be that of the society of individuals. It is a question of showing that to be able to sustainably show kindness towards the other in the occupation of a place of authority passes by a form of benevolence applied to oneself. [ABSTRACT FROM AUTHOR]

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ministerial circulars call not only for awareness-raising, but for a real "youth mobilisation" against global warming. These recommendations concern the neutrality of the school space within the republican framework. In order to depart from recurring debates in France, we propose here to take a detour through America, with the Little Rock affair and the Hannah Arendt's paper about claims of the State to initiate the process of social desegregation by ordering public high schools to integrate black students. But engaging youth in adults political struggles, it is not betraying education?Yet many tensions into Arendt's political philosophy suggest resting the problem of school neutrality in a less radical way when the subject concerns preservation of life, that is a necessary, although insufficient, condition of education. But, on the other hand, what to think mobilizing students by inculcating "good practices" without promoting reflection? In short, if the school, as an institution, is to serve as a relay for public policies, how should it perform the role assigned to it? Shouldn't youth mobilization take other forms than enrollment? [ABSTRACT FROM AUTHOR]

This paper explores, from the perspective of political philosophy of education, the hypothesis that an explicit and assumed paradigm shift from a republican view of school to a more democratic, individualistic, liberal and morally minimalist conception of school may be necessary in the near future. First we refine this initial diagnosis by specifying the way in which society of individuals compels institutions to work on redefining their legitimacy and the conditions of possibility of their action (1). Then we present three concepts drawn from the liberal axiomatic and/or its contemporary deployments and reinvestment - the axiological neutrality of the state, negative freedom and prudence - which we deem to enable school to take up such a challenge (2). Finally, we test these proposals for intellectual resources by showing how they can help school clarifying its social and political role, to make itself capable of being inclusive and inspiring confidence (3). [ABSTRACT FROM AUTHOR]

In his papers about educational neutrality, Jaurès stresses that neutrality is a lie and that the Church as well as conservative republicans are seeking by this means to thwart the emancipatory nature of public education: "only the nothingness is neutral". Jaurès upholds a republican and socialist secularity. Secularity is emancipation and socialism is the end state of the emancipatory process which arose with the French Revolution. Nevertheless, how can the teacher commit himself for socialism while respecting the secularity principle and the pupil's freedom of conscience? "Only what we are is taught and can be taught" states Jaurès. Socialism is not a doctrine that the schoolmaster can teach, but is the life principle enlivening his teaching. Jaurès recommends a pedagogic method formed simultaneously with objectivity, enthusiasm, width and perspective. The teacher moves himself aside facts and commits himself with euphoria for the progress of humankind. He expands his teaching to all major problems and raises the child's mind toward its embodied awareness of infinity. [ABSTRACT FROM AUTHOR]

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this paper is to analyze the announcement of a renal fetal disease, this announcement activity being located at the joint between the accompaniment experience of doctors and the " families medical working" (Waissman, 1995). Following an investigation conducted around semistructured interviews with doctors (32) and couples (30), our results show that resources combining care actions or activities and educational actions or activities reduce the feeling of threat for the patients, and also for the couples during the announcement process. Through the analysis of therapeutic education systems and parental meetings, we discuss not only the need to take into account the changes in the social role of the couple in family parent-caregiver but also the interest of including a collective approach in the announcement accompaniment process. [ABSTRACT FROM AUTHOR]

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In France, the doctorate is a necessary condition for accessing permanent positions for researchers and teacher-researchers in higher education and public research. However, it is not a sufficient condition, even if a majority of young doctoral students wish to stabilize themselves in these jobs. Doctoral training, especially since the creation of doctoral schools, has sought to offer other professional alternatives. Based on Céreq surveys on the integration of young doctors, our work underlines a fairly marked drop in the aspirations of young doctors to join the academic sector at the end of their thesis. They also show that the increase in precariousness in this sector seems to affect their professional project by encouraging them to look to other outlets. [ABSTRACT FROM AUTHOR]

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The entry of the contemporary world into the Anthropocene would impose on the world of education to participate in the changes under way in order to enable the public, in their cultural and geopolitical diversity, to meet the resulting challenges. It would be a question of putting the school at the service of societal transformation by means of a culture of commitment. In the French-speaking world, these educational changes take the form of "educations à", a set of educational pathways that target youth engagement and the development of cross-curricular competencies for sustainability. However, these educations are not in itself the source of a virtuous transformation of the School put at the service of that, just as virtuous, of a societal transformation: everything depends on the finalities retained. If we accept the principle of a commitment based on the free expression of individual and collective choices, then there is need to think about the conditions of possibility of such a project. This article aims to discuss on an epistemological and curricular level these conditions as "curriculum markers" to think about these educational pathways. The entry of the contemporary world into the Anthropocene would impose on the world of education to enable the public, in their cultural and geopolitical diversity, to meet the resulting challenges. It would be a question of putting the school at the service of societal transformation by means of a culture of commitment. In the French-speaking world, these educational changes take the form of "educations to", a set of educational pathways that target young people's commitment and the development of competencies for sustainability. However, these educations are not only the source of a virtuous transformation of the school, but just as virtuous, of a societal transformation: everything depends on the finalities retained. If we accept the principle of a commitment based on the expression of individual and collective choices, then there is need to think about the conditions of possibility of such a project. This article aims to discuss on an epistemological and curricular level these conditions as "curriculum tags" to think about these educational pathways. [ABSTRACT FROM AUTHOR]

This article examines the different perspectives given to the concept of capabilities in normative economics and then in the context of education and training. It also highlights the various challenges of its operationalization in the framework of the EIEDD-ANR-16-FRQSC project. By considering injustice as an inequality of the capabilities of individuals, the concept of capabilities offers the possibility to better question the idea of environmental justice and modes of governance of environmental risks. In addition, by emphasizing individuals' freedom of choice and their freedom of agency, the Capability Approach provides a rich and nuanced perspective on the real freedoms of high school students and their power to act. in eco-citizenship. This article discusses the different perspectives on the concept of capabilities in normative economics and education. It also highlights the different challenges of its operationalization in the framework of the EIEDD-ANR-16-FRQSC project. By considering injustice as an inequality of the capabilities of individuals, the concept of capabilities offers a better understanding of the idea of environmental justice and modes of governance. In addition, by emphasizing individuals' freedom of choice and their freedom of agency, the Capability Approaches provides a rich perspective on the real freedoms of high school students and their power to act in matters of ecocitizenship. [ABSTRACT FROM AUTHOR]

The technocultural regime of digital networks is causing profound changes in the status of receivers, consumers, creators and mediators, in a context of globalization of culture, particularly sensitive transformations among young people. This techno-cultural system values know-how related to the use of digital socio-technical devices, but also know-beings and know-how, which forge a new amateur figure, the pro-amateur, endowed with real skills. These mutations invite us to rethink the lineaments of learning, between truancy and education by institutions, in a triple critical perspective: globalization, emotional capitalism and the proliferation of messages of varying natures. [ABSTRACT FROM AUTHOR]

Two successive courses of teaching in university then in high school allow us to compare the professional practices and the socialization of teachers at the master level. The teacher-researcher dissociates himself and the researcher thinks the teaching profession to compare institutions, teaching practices and their professionalization, engineering and devices, and cross-views active pedagogies by project groups, innovation digital and mass management of higher education students. The research therefore aims to increase the ethnographic knowledge of the two types of educational institutions and concludes with a political project of cooperation within the framework of the European teaching area which encourages harmonization. Two fieldworks as a university and afterwards School teacher, at the master level, allow a comparison of professional practices in French educational institutions. This didactical approach of a profession, led by a researcher thinking the craft of teaching, compares: institutions, teaching and learning practices, curricula engineering and pedagogical tools. It opens with perspectives on active teaching methods with project group works, digital innovation and massive professionalization of students in higher education. The research aims at a better ethnographical knowledge of two types of educational institutions and ends up with a political project of cooperation, within the European higher education area fostering harmonization. [ABSTRACT FROM AUTHOR]

The relation to knowledge is at the same time the relationship of a subject to the world, to oneself and to others (Charlot, 1997). It is a particularly fruitful concept in Education for Sustainable Development (ESD) as it allows us to study the relationship of meaning and value conferred on knowledge and to understand how young people engage in school and in society when it comes to environment and sustainable development (SD). As part of a study that aims to analyze relationships with knowledge, the territories of high school youth, knowledge assessments were conducted by 597 students in two Quebec schools and three French schools. The lexical analysis as well as a content analysis made it possible to identify the significant learnings identified by these young people concerning the environment and the SD as well as the people and the places which they associate there. Contrasting learning experiences between France and Quebec emerge, themselves related to the curricular choices of these two educational systems. If the apprenticeships of young Quebecers seem more diversified, with a more marked use of the Internet, those of French students are a little less. In both countries, the epistemic relationship appears to be central. These results lead to proposals for a critical and reflective ESD enriching the treatment of these problems in schools. Contrasting learning experiences between France and Quebec emerge, themselves related to the curricular choices of these two educational systems. If the apprenticeships of young Quebecers seem more diversified, with a more marked use of the Internet, those of French students are a little less. In both countries, the epistemic relationship appears to be central. These results lead to proposals for a critical and reflective ESD enriching the treatment of these problems in schools. Contrasting learning experiences between France and Quebec emerge, themselves related to the curricular choices of these two educational systems. If the apprenticeships of young Quebecers seem more diversified, with a more marked use of the Internet, those of French students are a little less. In both countries, the epistemic relationship appears to be central. These results lead to proposals for a critical and reflective ESD enriching the treatment of these problems in schools. The relationship to knowledge is both a relationship to the world, the self and the others (Charlot, 1997). Is a key issue in education for sustainable development (ESD), since it Allows to study the relationship of meaning and value conferred to knowledge and to Identify how young people engaged in school and in society Relating environmental and sustainable development (SD) issues. As part of a study that seeks to analyze the relationships of knowledge and territories of young people of secondary schools, some knowledge assessments were completed by 597 students in two schools from Quebec and three schools from France. Bearing on the subject of some lexical analysis, we discuss some of the issues that are related to environmental issues. These analyzes reveal some contrasted learning experiences between France and Quebec, related to curricular choices specific to each educational system. While young Quebecers show more diverse learning items, Those of French students are less so. In both countries, the epistemic dimension emerges as central. These results lead to a more critical and reflexive ESD, which enriched the teaching of these issues at school. [ABSTRACT FROM AUTHOR]

Sustainable education projects (Lange, 2012, 2017, Barthes, 2017) or territories (Dussault, 2017, Hucy, 2017) offer educational opportunities with emancipatory and civic aims. We propose the construction of benchmarks and assessment tools to teachers involved in "educations to" in the form of curriculum tags. It is a question of promoting collective management of the (polite) public affairs of young people without introducing into individual behavioral normalisations. The curriculum guidelines are based on the epistemological framework of "educations to", that of critical thinking, and on an adaptation of the common base of knowledge of skills and culture (MEN, 2015). We examine 88 territorial prospective projects (592 students) carried out in 19 high school classes (Dorier, Rouquier, Valegeas, 2017). The results focus on students' abilities to problematize, identify social issues, position themselves against a coherent polis (Audigier, 2017), adopt a critical posture. The questions are very different in relation to the issues usually raised in didactics of the disciplines. What place for scientific knowledge? What is the relationship to local areas that invite themselves to school, to past and future temporalities (Vergnolle-Mainar, 2017). What awareness of sustainability issues to think creatively about the future (Pache, Hertig, Curnier, 2016)? What does face-to-face confrontation allow? We postulate that reconnecting with the real balance of power between the uses and the actors of a concrete territory is very far from the instrumental "common" (of antipolitical nature) of the hidden curriculum of the EDD (Barthes, 2018). The student faces a concrete problem and with the curricular tags increases his apprehension of politics and therefore of citizen action. Sustainable education projects (Lange, 2012, 2017, Barthes, 2017) or territories (Dussault, 2017, Hucy, 2017) offer educational opportunities with emancipatory and civic aims. We propose assessment tools to teachers involved in "educations for" in the form of curriculum tags. It is a question of promoting collective management of the public affairs of young people. The curriculum guidelines are based on the epistemological framework of "educations for", that of critical thinking, and on the adaptation of the common knowledge base of skills and culture (MEN, 2015). We examine 88 territorial prospective projects (592 students) carried out in 19 high school classes (Dorier, Rouquier, Valegeas, 2017). The results focus on students' abilities to problematize, identify social issues, position themselves against a coherent polis (Audigier, 2017), adopt a critical posture. The questions are posed differently in relation to the problems usually raised in the didactics of the disciplines. What place for scientific knowledge? What is the relationship to local areas that invites them to school, to the past and future temporalities (Vergnolle-Mainar, 2017). What awareness of sustainability issues is creatively about the future (Pache, Hertig, Curnier, 2016)? What does face-to-face confrontation allow? We postulate that recognizing the real balance of power between the uses and the actors of a common territory of the instrumental "common" (of antipolitical nature) of the hidden curriculum of ESD (Barthes, 2018). [ABSTRACT FROM AUTHOR]

The rapid changes and mutations that have been accelerating over the last half-century have disrupted contemporary socio-cultural realities. The natural and material environments are becoming central to the issues in which the new technoscience knowledge production regime is bound much more than others have ever been to the cultural, economic, and political aspects of life in society. In this text, we will show how the breakthrough of this new regime has influenced scientific practices, which in turn influence the treatment of scientific issues at school. The rapid changes and mutations that have accelerated over the past half-century to an upheaval in contemporary socio-cultural realities. Natural and material environments become part of the cultural, economic and political aspects of life in society. In this text we present how the breakthrough of this new regime has influence scientific practices, these in turn influence the treatment of scientific issues at school. [ABSTRACT FROM AUTHOR]

In order to address social and environmental issues that have a direct impact on cultural and natural environments, education for the development of acting power seems to be an unavoidable avenue (Schreiner, Henriksen & Kirkeby Hansen, 2005). In addition, to allow for transformations in terms of discourse and educational practices, it seems necessary to clarify and define the limits of the conceptual tools identified as relevant by researchers in the field of environmental education (Stevenson, Brody, Dillon & Wals, 2013). In this article, based on the theoretical framework of an ongoing doctoral research, the concepts of the development of acting power, of agency and ofThe feeling of self-efficacy will be deepened to highlight the need for the emergence of a new concept, the feeling of being able to act, for a transformative and critical education to the environment. To cope with complex environmental issues, which have an unavoidable avenue (Schreiner, Henriksen & Kirkeby Hansen, 2005). However, it is necessary to clarify and define the limits of the conceptual tools identified by researchers in the field (Stevenson, Brody, Dillon & Wals, 2013). In this article, the concepts of empowerment, agency and self-efficacy will be further explored. They will be connected to the concept of empowerment for a transformative and critical environmental education. [ABSTRACT FROM AUTHOR]

Continuing with transformational-sociocritical environmental education and sustainable development (EESD) research rooted in the landscape and based on the concepts of place-andagency identity, eco-citizen our study aims to examine the way in which young people in the Lower St. Lawrence region of Quebec consider issues related to the St. Lawrence River, the maritime landscape they face on a daily basis. More specifically, it is a question of defining the place they grant to this river as well as the conception of their role as citizens in the current environmental issues associated with it. A questionnaire was administered to 334 students aged 16 to 17 years. Then, a small number of students participated in a semi-directed interview. The results provide a better understanding of the diversity of identity relationships of young people in the St. Lawrence and highlight an affective component. They open up the development of an EESD curriculum rooted in students' concerns about local issues. [ABSTRACT FROM AUTHOR]

This article looks at the separation caused by entering kindergarten. This necessary separation is analyzed as a source of anxiety not only for the child but also for his family. A strong hypothesis is that the unprecedented encounter for the child with the school form is part of this anxiety. The article, based on historians and sociologists of education, shows that the nursery school, since its creation, differs from other childcare facilities and that its educational model tends towards that of the child. elementary school but with its own goals. According to a clinical approach of psychoanalytic orientation, nourished by class observations and non-directive interviews with teachers. This article focuses on the separation by the entry into the infant school. This essential separation is not only a source of anguish for the child but also for his family. A strong hypothesis is that the unprecedented meeting for the child with the school form participates of this anguish. The article, based on authors historians and sociologists of education, shows that the infant school, because of its creation, distinguishes itself from the other childcare facilities and that its educational model tends towards that of the elementary school goal with its own objective. According to a clinical approach of psychoanalytic guidance, the study of psychoanalysis and the study of psychosocial. [ABSTRACT FROM AUTHOR]