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21438354 |
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CITU |
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20230221094552.0 |
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200219s2020 nju 000 0 eng |
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2020933356 |
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| International Standard Book Number |
9781786305602 |
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| International Standard Book Number |
9781119751755 |
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eng. |
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pcc |
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370.1 |
| 245 00 - TITLE STATEMENT |
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| Title |
Territorialization of education : |
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trend or necessity / |
| Statement of responsibility, etc |
Pierre Champollion. |
| 264 #1 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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Hoboken : |
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ISTE Ltd / John Wiley and Sons Inc, |
| Date of publication, distribution, etc |
2020. |
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1 online resource |
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text |
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txt |
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computer |
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online resource |
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| 505 ## - CONTENTS |
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| Formatted contents note |
TABLE OF CONTENTS<br/>Foreword xi<br/><br/>Introduction xix<br/><br/>Part 1. Is it Possible to Enroll Education Geographically, Historically and Symbolically in the Territorial Context? 1<br/><br/>Introduction to Part 1 3<br/><br/>Chapter 1. School Divisions and Inequalities in Funding, Access to Schools and Staffing 5<br/>Patrice CARO<br/><br/>1.1. Introduction 5<br/><br/>1.2. Disparities in funding from communities 6<br/><br/>1.3. Inequalities in access to schools 11<br/><br/>1.4. Teachers with different profiles depending on the municipalities and regional education authorities 17<br/><br/>1.5. Conclusion 25<br/><br/>1.6. Bibliographical references 26<br/><br/>Chapter 2. A School for Rural Areas? Negotiations and Compromises at the “Congrès de l’école rurale” (1925) 29<br/>Frédéric MOLE<br/><br/>2.1. Introduction 29<br/><br/>2.2. A “pedagogical revolution” in the face of the rural crisis? 31<br/><br/>2.3. A specialized rural school inspired by the practical lives of children? 34<br/><br/>2.4. Compromises and contradictions 37<br/><br/>2.5. Towards a porosity of educational space and time? 40<br/><br/>2.6. Conclusion 42<br/><br/>2.7. Bibliographical references 43<br/><br/>Chapter 3. Territories and Disability 45<br/>Denis POIZAT<br/><br/>3.1. Introduction 45<br/><br/>3.2. History of disability through places and memory 46<br/><br/>3.3. Renan 48<br/><br/>3.4. Pardes 50<br/><br/>3.5. Londres 52<br/><br/>3.6. A decaying modernity 54<br/><br/>3.7. Conclusion: to finish, to not decay 57<br/><br/>3.8. Bibliographical references 57<br/><br/>Part 2. The Territorialization of Teacher Training, Teaching and Learning? 59<br/><br/>Introduction to Part 2 61<br/><br/>Chapter 4. The Territorial Dimension of Teacher Training in Spain 63<br/>Roser BOIX TOMAS<br/><br/>4.1. Introduction: the general Spanish context 63<br/><br/>4.1.1. Indifference to the territorial dimension of Spanish initial teacher training programs 63<br/><br/>4.1.2. The essentially urban approach to Spanish initial teacher education 64<br/><br/>4.1.3. Taking into account the specificities of rural schools in Catalonian initial teacher training programs 65<br/><br/>4.2. The rural territorial dimension in initial teacher training 66<br/><br/>4.2.1. Initial teacher training and the strategic role of rural schools in territorial development 67<br/><br/>4.2.2. Initial teacher training and the role of the rural school as a dynamic actor in territorial development 69<br/><br/>4.3. The multi-grade class and the territorial dimension 71<br/><br/>4.4. Conclusion 73<br/><br/>4.5. Bibliographical references 74<br/><br/>Chapter 5. Dynamics and Complexity of the Links Between a Teacher’s Professional Identity and Territory of Practice 77<br/>Catherine ROTHENBURGER<br/><br/>5.1. Introduction 77<br/><br/>5.2. Territory, territoriality and professional identity 78<br/><br/>5.3. Methodological issues 82<br/><br/>5.4. Raw results obtained 84<br/><br/>5.4.1. Shared representations of teachers in regard to the rural world: between idealization and devaluation 84<br/><br/>5.4.2. Emotional character of the teachers’ encounter with the rural school 85<br/><br/>5.4.3. Professional difficulties: a common trigger for identity changes 86<br/><br/>5.5. Multiple consequences 87<br/><br/>5.5.1. Learning about the territory and social validation by the territory 87<br/><br/>5.5.2. A new vision of the business 89<br/><br/>5.5.3. Changes in pedagogical practices 90<br/><br/>5.5.4. When social validation is difficult: conformism or withdrawal 91<br/><br/>5.6. Conclusion 92<br/><br/>5.7. Bibliographical references 94<br/><br/>Chapter 6. Learning, Education and Territory in Portugal 97<br/>António DUARTE<br/><br/>6.1. Introduction 97<br/><br/>6.1.1. Context 97<br/><br/>6.1.2. Theoretical framework 98<br/><br/>6.2. Research questions 101<br/><br/>6.2.1. Teaching practices in rural and urban schools 101<br/><br/>6.2.2. Learning in relation to the context of urban and rural schools 102<br/><br/>6.2.3. Urban and rural students’ artistic learning and education 104<br/><br/>6.3. Bibliographical references 105<br/><br/>Chapter 7. Languages of Instruction, Mother Tongues: Territorial Approaches to Linguistic Insecurity 111<br/>Bruno GARNIER<br/><br/>7.1. Introduction: what the words tell us 111<br/><br/>7.2. Linguistic insecurity and inequalities: sociolinguistic approaches 112<br/><br/>7.3. The Maghreb: a cultural and linguistic entity 114<br/><br/>7.4. A return to concepts 119<br/><br/>7.4.1. The importance of the school environment in the Maghreb 120<br/><br/>7.4.2. The French language, a language of freedom? 122<br/><br/>7.4.3. The paradoxes of ELCO in Spain 124<br/><br/>7.5. Conclusion 127<br/><br/>7.6. Bibliographical references 129<br/><br/>Part 3. Differentiating Audiences According to Changes in Territorial Dimensions 131<br/><br/>Introduction to Part 3 133<br/><br/>Chapter 8. Territorial and Rural School Representations: Mitigation of their Specificities and Maintenance of Pockets of Resistance 135<br/>Pierre CHAMPOLLION<br/><br/>8.1. Introduction: a brief reminder of the conceptual framework 136<br/><br/>8.2. Reminder of the main results of previous OER-OET surveys 137<br/><br/>8.2.1. 5th grade surveys in 2000 and 2012 137<br/><br/>8.2.2. 7th grade surveys in 2002 and 2014 138<br/><br/>8.3. The (unpublished) results of the 9th grade survey in 2016 and their comparison with the results of a similar survey in 2004 140<br/><br/>8.3.1. Sectors “estimated and projected education” and “territorial appeal–unappeal” 140<br/><br/>8.3.2. Global comparative analyses 141<br/><br/>8.4. Conclusion 144<br/><br/>8.5. Bibliographical references 146<br/><br/>Chapter 9. Anomalies, Education and the Zouave of the Alma Bridge 151<br/>Denis POIZAT<br/><br/>9.1. Introduction 151<br/><br/>9.2. School demographics, a formidable haven 152<br/><br/>9.3. Why birth defects?155<br/><br/>9.4. An international territorial discontinuity 156<br/><br/>9.5. In terms of education 159<br/><br/>9.6. Conclusion 160<br/><br/>9.7. Bibliographical references 161<br/><br/>Part 4. De-territorialization of Social Representations of the Territory and Academia Related to the Use of Digital Technology 163<br/><br/>Introduction to Part 4 165<br/><br/>Chapter 10. Projects and Digital Experience: The Construction of a New Relationship with the Territory 167<br/>Anne PIPONNIER<br/><br/>10.1. Introduction 167<br/><br/>10.2. The project, a communicative artifact 169<br/><br/>10.2.1. From the ontological dimension to the action repertoire 169<br/><br/>10.2.2. Beyond the system, a socio-technical configuration 169<br/><br/>10.3. The territory tested by its instruments 170<br/><br/>10.3.1. A paradoxical injunction 171<br/><br/>10.3.2. An instrument of public governance 171<br/><br/>10.3.3. The emergence of digital technologies and the emergence of a new territorial discourse 172<br/><br/>10.4. The digital experience of the territory: towards new relationships with the project? 173<br/><br/>10.4.1. Generational uses of digital technology 174<br/><br/>10.4.2. From the narrative arc of the project to the experiential territory 176<br/><br/>10.5. Conclusion 177<br/><br/>10.6. Bibliographical references 178<br/><br/>Chapter 11. Unequal Use of the Internet and Social Networks in Rural Areas 181<br/>Patrice CARO<br/><br/>11.1. Introduction 181<br/><br/>11.2. Support surveys: more than 3,000 4th graders questioned in 2013 in 36 middle schools of three regional education authorities 185<br/><br/>11.3. Inequalities in educational practices according to the types of school spaces and regional education authorities 188<br/><br/>11.4. Inequalities in digital practices across the 36 middle schools 190<br/><br/>11.5. Conclusion 195<br/><br/>11.6. Bibliographical references 195<br/><br/>Chapter 12. Bringing Together Rural and Urban Representations Due to the Penetration of the Internet and Social Networks 197<br/>Pierre CHAMPOLLION<br/><br/>12.1. Introduction 197<br/><br/>12.2. Reminder of the general changes in the representations of rural mountain pupils in 5th, 7th and 9th grades 12 years apart 200<br/><br/>12.3. Developments from the 5th grade direct rural–urban comparative analyses in 2014–2015 204<br/><br/>12.4. Some outstanding questions and research perspectives 206<br/><br/>12.5. Conclusion 207<br/><br/>12.6. Bibliographical references 208<br/><br/>Conclusion 213<br/><br/>References 219<br/><br/>List of Authors 229<br/><br/>Index 231 |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
This comprehensive scientific work embraces, within the generic theme of "educations, territorialities and territories", the vast majority of different facets of the complex relationships between educations and territories that have developed over time. It sheds an original light on the many - and, for some, new - interactions between territories-territories, on the one hand, and educations, on the other hand, which have recently been identified and analyzed. Beyond this main objective, it contributes to improving the fine and differentiated understanding of the concept of territory in the sciences of education and training and, more importantly, it brings innovative developments to the still embryonic theorization of the complex relations between educations. and territories-territorialities. This book shows, in particular, through its surveys, its analyzes and its results, that within all the multiple influences attributed to the different dimensions of the territories, the very discrete territoriality - falling within the symbolic territory - is perhaps finally the the most important territorial vector in terms of education in certain areas (rural Montagnards, for example), particularly as regards educational and vocational guidance, but not only. Lastly, it is not uninteresting to note that the theme it bears is spreading more and more today beyond scientific circles: the problem of inequalities in education and orientation of territorial origin is fueling - recently - the controversies and the reflections of the French educational policy which is thus sometimes echoed - in declarative terms essentially for the moment! - scientific advances in this area.<br/>(source: Nielsen Book Data) |
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Education |
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Philosophy. |
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Electronic books. |
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Champollion, Pierre, |
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editor. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Link text |
Full text available at Wiley Online Library Click here to view |
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https://onlinelibrary.wiley.com/doi/book/10.1002/9781119751755 |
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