Evolutions of the Complex Relationship Between Education and Territories E-Book
144,99 €
Mehr erfahren.
- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
The book weaves the story of the complex links between education and its territories. The aim here is to examine the education couple - understood in the broadest sense: school, college, high school, universities - and territory, according to three main axes: the history and the characterization of the different ties maintained And which the school and its territory always maintain; That of the categorization and characterization of the territories in which the school is situated, of the educational policies - both explicit and grassroots - connected with it and their effects on the school; That of recent pedagogical, didactic and organizational innovations. The book is based on French specialists in territorial education issues.
Sie lesen das E-Book in den Legimi-Apps auf:
Seitenzahl: 582
Veröffentlichungsjahr: 2018
Ähnliche
Table of Contents
Cover
Title
Copyright
Introduction
Bibliography
PART 1: Historical Developments and Contemporary Modalities of Interactions between Education and Territories
Introduction to Part 1
1 What Role Should Territories Play in Public Education Policies?
1.1. Summary
1.2. Introduction
1.3. Can the policy of recognition be established in France?
1.4. Globalization and national identity
1.5. Territorialization of education policies
1.6. Conclusion
1.7. Bibliography
2 Heads of Schools: New Education–Territory Interaction Drivers?
2.1. Summary
2.2. Introduction
2.3. Territories and the educational system: renewed challenges
2.4. A research-action project
2.5. Territorial risk management: first points of view
2.6. Conclusion
2.7. Bibliography
3 Educational Success: A Multi-actor Project in a Learning Territory Approach
3.1. Summary
3.2. Introduction
3.3. Educational success: responsibility of local actors
3.4. Networks of actors in the field of education
3.5. Conclusion
3.6. Bibliography
4 “Education For”, Territories and Positions of Teachers: Rupture and Tension
4.1. Summary
4.2. Introduction
4.3. School model and territories
4.4. An inclusion for what purpose?
4.5. “Create a community” to address development challenges
4.6. Conclusion and perspectives: social responsibility of the school undertaken
4.7. Bibliography
5 Education for Sustainable Development and Territories: Toward a New Age of Educational Relationships with Territories in Agricultural Education?
5.1. Summary
5.2. Introduction
5.3. Structuring elements of the link with the territory in agricultural education
5.4. An educational approach by territorialized integrative objects
5.5. Issues posed by teaching activities on some territorialized integrative objects
5.6. Conclusion
5.7. Bibliography
Case Study 1: What Levers Exist for Preventing Orientation and Education Inequalities of Territorial Origin in Adult Training? Case of the Bio-construction Regional Vocational Training Center in the Southern Alps
C1.1. Summary
C1.2. Introduction
C1.3. Background and key issues
C1.4. Theoretical framework: definition of territory
C1.5. Prescribed, lived and dreamed territory: the case of the bio-construction regional vocational training center
C1.6. Preventing the risk of education and orientation inequalities of territorial origin
C1.7. Conclusion
C1.8. Bibliography
Part 2: Territories as Sources of Pedagogical Renewal
Introduction to Part 2
6 Local Territory in French School Geography
6.1. Summary
6.2. Introduction
6.3. Local setting in the teaching of geography: a variable place according to the eras and levels of education
6.4. Relevance of the local setting in contemporary school geography: a challenge for teachers
6.5. Conclusion
6.6. Bibliography
7 When Territorial Commitment Gives Meaning to Professional Activity: Cases of Teachers in Rural Schools in France, Chile and Uruguay
7.1. Summary
7.2. Introduction
7.3. Theoretical contributions
7.4. Methodology
7.5. Findings
7.6. Conclusion
7.7. Bibliography
8 Relatedness with the Non-Human Environment and Motivation Systems: Keys to Include the Territory in Environmental Education
8.1. Abstract
8.2. Introduction
8.3. A complex model of human motivations
8.4. Relatedness between non-human environment and motivation
8.5. Relatedness, sensitive approach to environmental education and motivation
8.6. Conclusion
8.7. Bibliography
9 Territory-Based Education in Elementary Schools: PNR Queyras-EN Projects
9.1. Summary
9.2. Introduction
9.3. School–territory relationships faced with different types of conflicts
9.4. The concept of territory-based education
9.5. Case study: partnership territorial educative project in the Queyras valley
9.6. Results
9.7. Conclusion
9.8. Bibliography
10 Sensitive Postcard of a Local Territory: Development and Issues
10.1. Summary
10.2. Introduction
10.3. First stage (T1): an ordinary course that promotes reasoned geography
10.4. Second stage (T2): generating spontaneous geography through a field trip
10.5. Third stage (T3): articulating spontaneous geography and reasoned geography by the development of a sensitive postcard
10.6. Fourth stage (T4): reformulations
10.7. Bibliography
Case Study 2: Is the Rural Primary School a Hospitable School? Parents’ Point of View
C2.1. Summary
C2.2. Introduction
C2.3. Presentation of the research field, problem and data collection method
C2.4. Findings
C2.5. Hospitality, rural school seal
C2.6. Conclusion
C2.7. Bibliography
Part 3: Educational Policies and Territorial Education Inequalities
Introduction to Part 3
11 The Rural School, a Polysemous Object with Significant Societal Challenges? Current Research Contexts and Positions
11.1. Summary
11.2. Introduction
11.3. How the rural school became a research “problem” and subject
11.4. What research exists around the rural school problems?
11.5. Current major research debates on rural schools
11.6. Conclusion
11.7. Bibliography
12 Relationships between Career Orientation and Territoriality: Elements of Theorization from Rural Mountain Areas
12.1. Summary
12.2. Introduction: historical reviews related to the general theme: “education and territory”
12.3. Key components of the conceptual framework
12.4. The case of rural mountain area schools
12.5. Approaches to the relationships between career orientation and territoriality
12.6. Conclusions: main achievements of the research, pending issues, thematic continuity and elaboration and avenues for research
12.7. Bibliography
13 Toward Convergences between Rural and Urban? Comparative Analyses of Educational Contexts and Social Representations in CM2
13.1. Summary
13.2. Introduction
13.3. Problem and current developments
13.4. Corpus and methodology
13.5. Findings and analyses
13.6. Provisional findings and research avenues
13.7. Bibliography
14 The Inadequacy of French Rural School Public Policies
14.1. Summary
14.2. Introduction
14.3. Rural school contexts and recent research developments
14.4. End of rural students “specificity” and inadequacy of public education policies
14.5. Conclusion
14.6. Bibliography
Case Study 3: Comparison of Rural and Urban Area Girls’ Career Orientation at the End of Troisième
C3.1. Summary
C3.2. Introduction
C3.3. Territory and gender
C3.4. Career orientation desires of female students
C3.5. Conclusion
C3.6. Bibliography
Conclusion
Bibliography
List of Authors
Index
End User License Agreement
List of Tables
5 Education for Sustainable Development and Territories: Toward a New Age of Educational Relationships with Territories in Agricultural Education?
Table 5.1. Three cases, three configurations
Table 5.2. Badger management in two paradigms [PEL 16]
11 The Rural School, a Polysemous Object with Significant Societal Challenges? Current Research Contexts and Positions
Table 11.1. Cumulative results of residues of CM2 French and mathematics assessments in Alpes-de-Haute-Provence and Hautes-Alpes according to parents' socioprofessional categories by type of territory
12 Relationships between Career Orientation and Territoriality: Elements of Theorization from Rural Mountain Areas
Table 12.1. Comparison of spontaneous, non-institutionalized desires, like guiding Troisième students toward general and technological Seconde according to the different types of rurality of the 1996 INSEE-INRA nomenclature used by OER-OET
Table 12.2. general and technological Seconde students (2005): comparison of the percentages of spontaneous desires with the science baccalaureate amongst the different types of rurality
Table 12.3. Main considerations of school projects for secondary schools based on general rural areas
21
13 Toward Convergences between Rural and Urban? Comparative Analyses of Educational Contexts and Social Representations in CM2
Table 13.1. Characterization elements of the two samples
Table 13.2. Examples of cultural practices (educational)
Table 13.3. Desired/dreamed occupations: urban ranking of the first 10 rural wishes
Table 13.4. Realistic envisaged occupations: urban ranking of the first 10 rural wishes
Table 13.5. Overall assessment of observed discrepancies
14 The Inadequacy of French Rural School Public Policies
Table 14.1. Father’s occupation and socioprofessional category (OSC) (in percentage of total responses): OET 1999 surveys (1,238 responses) and 2011 (592 responses)
Table 14.2. Students’ opinions on their own academic level in percentage of total responses: 1999 and 2011 OET CM2 surveys
Table 14.3. “Next year, I am sure to keep up…”: 2004 and 2012 non-survey monitoring of Troisième students in percentage of total responses
Table 14.4. Troisième students’ career orientation wishes, in percentage of total responses: OET 2004 (follow up) and 2012 (one-off) surveys
Table 14.5. Plans of postbaccalaureate studies, in percentage of total responses: OET 2004 and 2012 surveys
Table 14.6. Desired occupations (first wish) representing more than 50% of cumulative responses, ranked in descending order: 1,365 rural students interviewed in 1999 and 2004. For a color version of this figure, see www.iste.co.uk/barthes/education.zip
Table 14.7. Occupations accounting for more than 50% of cumulative responses, ranked in decreasing order: OET, CM2, 1999 and 2011 surveys
Table 14.8. Occupations accounting for more than 50% of cumulative responses, ranked in decreasing order: OET, Troisième 2004 (follow up) and 2012 (one-off) surveys
Table 14.9. Balance of opinion: percentage of positive opinions (“I would like to work there”) minus percentage of negative opinions (“I would not like”), 1999, 2004, 2011 and 2012 OET surveys
Table 14.10. Cross-tabulated: “Working in the countryside / appreciation of place of residence”, Troisième 2012 OET survey
Case Study 3 Comparison of Rural and Urban Area Girls’ Career Orientation at the End of Troisième
Table C3.1. Cross-analysis of gender and diploma after secondary school
Table C3.2. Percentage of students choosing general Seconde
Table C3.3. Cross-analysis of place of residence and career orientation
Table C3.4. Cross-analysis of place of residence and career orientation
Table C3.5. Appreciation of different territories (countryside, small town, big city)
Table C3.6. Explanations of girls who answered “no”
List of Illustrations
4 “Education For”, Territories and Positions of Teachers: Rupture and Tension
Figure 4.1. Inclusion of ESD in the socio-spatial scales of SD and SSR (adapted figure of [PLA 10])
5 Education for Sustainable Development and Territories: Toward a New Age of Educational Relationships with Territories in Agricultural Education?
Figure 5.1. ADT-AEI Project positioning tool [GAB 17]
Case Study 1 What Levers Exist for Preventing Orientation and Education Inequalities of Territorial Origin in Adult Training? Case of the Bio-construction Regional Vocational Training Center in the Southern Alps
Figure C1.1. The prescribed territory of the CRFP bio-construction and COTEFE boundaries
Figure C1.2. Localization of training bodies and actions of the CRFP bio-construction
7 When Territorial Commitment Gives Meaning to Professional Activity: Cases of Teachers in Rural Schools in France, Chile and Uruguay
Figure 7.1. Territorialization and local commitment
10 Sensitive Postcard of a Local Territory: Development and Issues
Figure 10.1. Stage 1: knowledge essentially based on reasoned geography
Figure 10.2. Stage 2: multiple knowledge and enriched by the field work but few interconnections between them
Figure 10.3. Excerpt from the corpus of preparatory sketches of the sensitive map of Pont de Sèvres
Figure 10.4. Back of the sensitive postcard of Pont de Sèvres, developed by Première ES3 class of J. Prévert high school, Boulogne Billancourt, 2015–2016
Figure 10.5. The new buildings: Trapèze district and Citylights
Figure 10.6. Representations of Pont de Sèvres
Figure 10.7. Articulating spontaneous and reasoned geography: a four-stage experiment
11 The Rural School, a Polysemous Object with Significant Societal Challenges? Current Research Contexts and Positions
Figure 11.1. Correlation between academic performance indicators (CM2 assessments) and socioprofessional levels of families (small green squares: the rural; yellow medium squares: periurban; big red squares: urban). For a color version of this figure, see www.iste.co.uk/barthes/education.zip
13 Toward Convergences between Rural and Urban? Comparative Analyses of Educational Contexts and Social Representations in CM2
Figure 13.1. Previous relocations: never
Figure 13.2. Previous relocations: more than twice
Figure 13.3. Major trips to another French region within the family context
Figure 13.4. Major trips to another French region within the school context
Figure 13.5. Major trips to another country within the family context
Figure 13.6. Major trips to another country within the school context
Figure 13.7. Scale of desired/undesired locations: countryside
Figure 13.8. Scale of desired/undesired locations: small town
Figure 13.9. Scale of desired/undesired locations: big city
Figure 13.10. Scale of desired/undesired locations: region I currently reside in
Figure 13.11. Scale of desired/undesired locations: other region
Figure 13.12. Scale of desired/undesired locations: foreign country
Figure 13.13. I like school (students)
Figure 13.14. Self-assessment by students of their current academic level: I am a good/very good student
Figure 13.15. Assessment by parents of their children’s current academic level: my child is a good/very good student
Figure 13.16. Projected completion of the next school year (students): I believe I will complete with ease
Figure 13.17. Projected completion of the next school year (parents): I believe he/she will complete with ease
Figure 13.18. School leaving age currently considered by students: above 20 years old
Figure 13.19. Final level of studies currently considered (parents): long-term higher education
Figure 13.20. Desired/dreamed occupations: veterinarian (first wish of rural students)
Figure 13.21. Desired/dreamed occupations: footballer (first wish of urban students)
14 The Inadequacy of French Rural School Public Policies
Figure 14.1. CM2 parents wishes: 1999 surveys (2,365 students, 234 non-responses), and 2011 (1,208 students, 508 non-responses). For a color version of this figure, see www.iste.co.uk/barthes/education.zip
Guide
Cover
Table of Contents
Begin Reading
Pages
C1
iii
iv
v
xiii
xiv
xv
xvi
xvii
xviii
1
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
189
190
191
192
193
194
195
196
197
198
199
200
201
203
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
325
326
327
328
G1
G2
G3
e1
Education Set
coordinated byGérard Boudesseul and Angela Barthes
Volume 1
Evolutions of the Complex Relationship Between Education and Territories
Edited by
Angela Barthes
Pierre Champollion
Yves Alpe
First published 2018 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address:
ISTE Ltd
27-37 St George’s Road
London SW19 4EU
UK
www.iste.co.uk
John Wiley & Sons, Inc.
111 River Street
Hoboken, NJ 07030
USA
www.wiley.com
© ISTE Ltd 2018
The rights of Angela Barthes, Pierre Champollion and Yves Alpe to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.
Library of Congress Control Number: 2018930833
British Library Cataloguing-in-Publication Data
A CIP record for this book is available from the British Library
ISBN 978-1-78630-230-4
Introduction
French public school was first established contrary to territories, or at least contrary to territorial identities. The desire to create a school for all resulted in the plan to establish the same school everywhere, because this alone could convey the values of the French Republic as well as national feeling. As pointed out by Prost [PRO 92, p. 63]: “One of the functions of primary school was to contribute to the unification of minds. Henceforth, the particularities (“dialects” for example) had to be eradicated: the common reference of all students had to solely be the national framework, both for the study of language as well as for history (“French civilization” in old textbooks) or geography (which taught the “natural boundaries” of the territory). By setting up the predominant primary school system known as “people’s school”, the conditions for decontextualization or “uprooting” were realized, which was to facilitate integration into the national community: “following the Revolution, the French model claimed to be a unified political body, and was developing the territory in a centralizing way, asserting the primacy of the capital and authorities residing there; the primordial, if not unique, sense of belonging to the “nation” being inculcated in education” [BER 05, p. 11]. At the same time, however, education was given the mission of participating in the “methodical socialization of the younger generation”, in other words, developing in the child “a certain number of physical, intellectual and moral states, which are demanded of him/her by both the political society as a whole and the special milieu for which he/she is specifically designed” ([DUR 03 & 51], 1st ed., 1922), which implies adaptation to the socioeconomic context, including its territorial dimension. The issue of the relationship between school (in the generic sense of the term) and its territory was therefore posited from the outset, and from the end of the 19th Century it formed a central aspect of education policies, which would attempt (most of the time without success) to reconcile two imperatives: one of political nature, that of the national unity of public schools, and the other socioeconomic in nature, including the adaptation of education to local conditions to promote local development and the participation of school education to the modernization of the economy.
To these objectives would be added, after 1960, the taking into account of the inequalities of education and academic success. Alongside the socioeconomic and cultural determinants of these inequalities, the analyses of which were carried out by the sociology of education (Bernstein, Bourdieu and Passeron, Baudelot and Establet), works which were often sponsored or financed by public authorities (those of INED1 or DEP2 for example) highlighted the consequences of the territorial distribution of educational provision on trajectories and academic performances. Progressively, the extension of the education system vertically (extension of study period) and horizontally (diversification of educational programs), the widening of access to studies and the (relative) democratization of access to diplomas [BAU 89, DUR 02] as well as the emergence of a more utilitarian conception of education [TAN 86] based on the “competency model” (and not just on that of “knowledge”), changed the relationship between the school and its territory.
At the same time, the territories involved in the increased competitiveness dynamics linked to the comparative advantages between areas witnessed a strengthening of the assertion of the need for a return to the local system and an identity demarcation. The rise of local assertions and regional languages, the typicity of terroirs and heritages, the multiplication of quality labels, etc., were increasingly found, directly or indirectly, in schools and education in the broad sense.
It was from the 1980s that education science started to focus on the concept of territory and, more broadly, on the territorial contexts of education. First, it was the spatial dimension resulting from the work of geographers that served as a framework for a number of territorialized education analyses [GUM 80], continued today within the framework of studies on spatial inequalities [CAR 14] or the Observatoire de l'école rural (Rural School Observatory) – Observatoire education et territories (Education and Territory Obsevatory) [ALP 01]. Then, in the 1990s, emphasis was successively placed on territorialized education policies, educational territory planning policies [DER 92, CHA 94, VAN 01], on the “effects” such as “master effect”, “class effect”, “establishment effect”, “circumscription effect” [DUR 88, BRE 94] and finally in the 2000s on territory effects [CHA 13]. Just before this last period, the Evaluation and Long-Term Planning Department (DEP) of the French Ministry of Education [DAV 98] highlighted (which was a surprise to many) the right level of success of students of the schools in rural areas, which was confirmed, in particular, by all the works of the Rural School Observatory [ALP 01].
On another level, at the end of the 1980s, the territory appeared as a pedagogical as well as didactic opportunity that facilitated learning and developed students’ motivation. Many pedagogical movements (following, in particular, the Freinet school) claimed this stance, which was usually accompanied by great attention given to local relations (with local elected representatives, association movement, etc.). Later, it generally constituted the subject of innovative educational practices, such as “learning territory” [JAM 11] or the “educating village” [FEU 02].
At the same time, since the 1990s, with the emergence of environmental education, followed by education for sustainable development and heritage education, there seemed to be an emerging link between education and territories. The rise of education à, “education for”, in National Education, the emergence of a field of research structured around this theme, such as continuity beyond explicit incentives included in the Rocard law of 1985 within agricultural education, of a strong link between the institutions and territories, contributed to making them education “actors” in the sense that they impacted on school and university curricula [BAR 12]. But “education for” can also take a utilitarian function in projects of economic valuation of territories, hence raising the issue of legitimacy and ethics [BAR 13].
The primary objective of this summative book on the topic “Education and Territories” is to re-examine the school combination, understood in the broad sense (in France: school, junior high and high school3), and territory, according to three key aspects and fundamental questions which underlie its internal organization:
– the first part of the book focuses on historical developments, with a specific focus on the current situation, of the various links that have gradually developed between education and its territory. The contributions that make up this first part attempt to identify and characterize the relationship between the school and its territory, which has been established over a long period of time. Beyond that, the contributors attempt to specify the contemporary modalities within this framework that are of key significance to emerging innovations. They thus question old institutional arrangements (school projects, for example) as new (educational projects in territories, for example), as well as original and innovative forms recently adopted by education in relation to its territories (“learning territories”, “educating villages”, etc.) and new curricular arrangements such as “education for” (for example education for sustainable development);
–
Part 2
covers the role of territories in education and their effects on education in terms of the pedagogical and didactic innovations that have developed. In this context, it asks whether and how the territory, in terms of learning, can be included in the strict discipline (geography, in particular), in the multidisciplinary/interdisciplinary area (sustainable development, environmental education, for example) and in educational partnership projects. It also addresses in this respect the question of the place currently occupied by the territorial system, which gives meaning to professorial activity, in the construction of the professional identity of teachers and, beyond that, the possible necessity introducing the territorial dimension in their initial training;
– finally, the third part deals with the findings and analyses resulting from field research, including aspects of the topic of more theoretical education and territories, by mobilizing its operational concepts. It thus poses various successive questions for this purpose. To what extent and through which processes do territories and territorialities weigh on education? Are “territory effects” at work to this end? More precisely, are some of the observed inequalities in education and orientation of territorial origin? Do the public policies carried out really correspond to the needs of education in the territories? Are the rural educational characteristics observed in the past still relevant today, or are the rural and urban schools converging?
All of these questions are based on numerous field studies carried out in multiple laboratories (ADEF, ECP, EDUTER, ESO, GEODE, Géographie-cité, LDAR, LIPHA, LIRDEF, LSE, etc.) within French and Canadian universities, as reflected by the various signatories to the chapters. These questions are also fueled by the scientific work carried out in the last 20 years on these topics, by, among others, the Education and Territories Observatory and its Spanish Iberian partners (universities of Barcelona, Granada and Saragossa in particular) and Portuguese partners (University of Lisbon) [CHA 14]. The question and development of the main concepts used in this summary book owe much to this work based on field surveys [LE 01].
Through the diversity of these approaches (and the quality of the work gathered here), a central issue arises at the theoretical level: the issue of the constitution of a field of research structured around multiple and complex relations between education and territories. Although it may seem difficult to highlight a thematic unit, it is however possible to bring out the main aspects, which pool recent research together:
– that of the territorial inequalities of education, probably the oldest in the field of university research constituted around its initial sociological dimension, subsequently supplemented by more geographical concepts (different types of spatial segmentation, territoriality, etc.), a field which is increasingly recognized as such;
– that of the consequences of the territorial context on the contents of education, in close connection with the development of “education for” (EDD, ERE, heritage education, etc.), which refers to a long tradition of the primary school (the “object lesson”, the Freinet school, etc.), whose main theoretical dimensions fall within the fields of pedagogy, didactics and (partially and, without doubt, inadequately to date) the epistemology of scholastic knowledge;
– that of the so-called “territorialized” educational policy, a well-identified research subject inspired by the contributions of political science, and also by the sociology of organizations, which could include more widely than today, not only more global issues (effects of globalization on education and territories), but also more “local” issues, which do not belong to the usual register of “educational policies” such as that of proximity networks of all kinds that can help to “circumvent” public decision, the consequences of urbanistic conceptions (settlement patterns, etc.), or conflicts in the use of typical territories, for example of “new rural communities”.
Beyond these key questions, such a field of research would have everything to gain by developing scientific cooperation around the issue of social representations [BAR 16], which covers all of the topics addressed here, including territorial (we are thinking here of territoriality), and which has the merit of possessing methodologies likely to be shared by many researchers, as evidenced by the contributions of some authors present here. The construction of this field of research, which is already well under way but undoubtedly still little formalized today, is an enormous challenge for education science, often questioned by the actors and decision makers on these issues. The aim of this book is to modestly contribute to the achievement of this objective.
Bibliography
[BAR 13] BARTHES A., ALPE Y., “De la question socialement vive à l’objet d’enseignement: comment légitimer des savoirs incertains ?”, Les Dossiers des sciences de l’éducation, no. 29, 2013.
[BAR 16] BARTHES A., ALPE Y., Utiliser les représentations sociales en éducation, L’Harmattan, Paris, 2016.
[BAU 89] BAUDELOT C., ESTABLET R., Le niveau monte: réfutation d’une vieille idée concernant la prétendue décadence de nos écoles, Le Seuil, Paris, 1989.
[BÉR 05] BÉRARD L., CEGARRA M., DJAMA M. et al., Biodiversité et savoirs naturalistes locaux en France, INRA, 2005.
[BRE 94] BRESSOUX P., “Les recherches sur les effets-écoles et les effets-maîtres”, RevueFrançaise de Pédagogie, vol. 108, pp. 91–137, 1994.
[CAR 14] CARO P., BOUDESSEUL G., GRELET Y. et al., Atlas académique des risques sociaux d’échec scolaire: l’exemple du décrochage, Ministère de l’Éducation nationale, Céreq, 2014.
[CHA 94] CHARLOT B., L’école et le territoire: nouveaux espaces, nouveaux enjeux, A. Colin, Paris, 1994.
[CHA 13] CHAMPOLLION P., Les inégalités d’éducation et d’orientation d’origine territoriale, L’Harmattan, Paris, 2013.
[CHA 14] CHAMPOLLION P., BARTHES A. (eds), L’école rurale et montagnarde en contexte nord méditerranéen. Approches socio-spatiales, Presses Universitaires Franc-Comtoises, Besançon, 2014.
[DAV 98] DAVAILLON A., OEUVRARD F., “Réussit-on à l’école rurale ?”, CahiersPédagogiques, vol. 365, pp. 33–35, 1998.
[DER 92] DEROUET J.-L., École et justice. De l’inégalité des chances aux compromis locaux, Métailié, Paris, 1992.
[DUR 22] DURKHEIM E., Éducation et sociologie, Presses Universitaires de France, Paris, 1922.
[DUR 88] DURU-BELLAT M., MINGAT A., “Le déroulement de la scolarité au collège: le contexte ‘fait des différences’”, Revue Française de Sociologie, no. 29, pp. 649–666, 1988.
[DUR 02] DURU-BELLAT M., Les inégalités sociales à l’école: genèse et mythes, Presses Universitaires de France, Paris, 2002.
[FEU 02] FEU J., SOLER J., “Més enllà de l’escola rural: cap a un model integral i integrador de l’educació en el territori”, Temps d’Educació, vol. 26, pp. 133–156, 2002.
[GUM 80] GUMUCHIAN H., MÉRIAUDEAU R., “L’enfant montagnard… Son avenir?”, Revue deGéographie Alpine, Special edition, Isère committee for UNICEF, Grenoble, 1980.
[JAM 01] JAMBES J.-P., Territoires apprenants. Esquisses pour le développement local duXXIème siècle, L’Harmattan, Paris, 2001.
[LE 01] LE MAREC J., Ce que le “terrain” fait aux concepts, HDR, Université Paris-7, 2001.
[PRO 92] PROST A., Éducation, société et politiques. Une histoire de l’enseignement enFrance, de 1945 à nos jours, Le Seuil, Paris, 1992.
[TAN 86] TANGUY L. (ed.), L’introuvable relation formation-emploi: un état des recherches en France, La Documentation française, Paris, 1986.
[VAN 01] VAN ZANTEN A., L’école de la périphérie. Scolarité et ségrégations en banlieue, Presses Universitaires de France, Paris, 2001.
1
National Institute of Demographic Studies.
2
Evaluation and Long Term Planning Department (whose name has been changed several times) attached to the French Ministry of National Education.
3
In the United States, a
collège
would be recognized as junior high and a
lycée
would be a high school.
PART 1Historical Developments and Contemporary Modalities of Interactions between Education and Territories
Introduction to Part 1
The various contributions that constitute this first part all attempt to characterize, from their historical roots, the complexity of the relations that have gradually been built between education and its territory. The idea is to clarify the various modalities that they are currently adopting by further specifying the long historical framework on which they are based, and then focusing on the recent multiple factors of their developments.
Bruno Garnier first of all posits a historical perspective on the whole by raising the question of the purposes of socialization of education and that of the relationship between the construction of individual identity and the belonging of each person to collective identities registered in the territories of students’ life or origin. He then endeavors to provide a detailed analysis of the expectations and objectives of public educational policies that have followed one another over the past two centuries. Developed recently to build and unify Republican France beyond local peculiarities and regional identities, today they increasingly integrate, in what resembles a pendulum swing, the territorial dimension. The author ends up wondering, ultimately, if an aggiornamento could not be sketched between these two apparently contradictory, or at least diametrically opposed, political positions.
The other chapters of part 1 all show a particular dimension of recent developments, often of a somewhat managerial tendency, all of which seriously raise the issue of integration of territories in education issues. Thus, moving from the macrolevel to the mesolevel, Alain Bouvier, Michel Boyer, Thierry Eymard and Laurent Rieutort distinguish, in the progressive development initiated in the 1990s, partnership managerial practices among the heads of local public educational institutions (EPLE created in 1985), new tools for managing interactions between education and territories. They note that these professional practices are increasingly observed in territorial school networks that are part of a co-construction partnership process. This brings us to the work of Maryvonne Dussaux, who explicitly shows that the partnership projects that are now multiplying within the field of education and training, provide de facto frameworks for the development of “learning territories” based on a collective cooperative approach supported by potential territorial assets that they have.
The issue of “education for”, more specifically education for sustainable development and its links with the territories, is subsequently introduced by Jean-Marc Lange and then Christian Peltier, one for general education and the other for agricultural education. Jean-Marc Lange shows, through an in-depth analysis of educational partnership projects, which are increasingly frequent and widely implemented within the framework of education for sustainable development, that school in the broadest sense (school, junior high and high school), as an institution where the threads of citizenship are tied, is gradually developing into the center of a territory that has become, or has become again, a learner.
Chapter 5 discusses a new age of relations between education and territories. The author indicates that after the time of project-based learning, there is situation-based learning, tied around an integrative territorialized object. This tendency is becoming more and more evident today, particularly in agricultural education, which a long time ago, as recalled, developed close ties with the territories (see at the institutional level, the Rocard law of 1985).
Finally, as in each part of the book, a case study provides a specific complement to the overall reflections. Valérie Guillemot then shows, through the case of the Regional Center for Vocational Training on Bioconstruction of the Southern Alps, that the professional field and institutional control are factors that influence behaviors and collective action. She identifies in the original professional practices of this training center, based on local contexts, the main levers likely to prevent inequalities of education and the orientation of territorial origin in the training of adults.
1What Role Should Territories Play in Public Education Policies?
1.1. Summary
The project of making individuals living in the same society aware of the ties that bind them together seems today to be thwarted by the relationship between the construction of individual identity and the belonging of each person to collective identities registered in territories of students’ life or origin. In France, education, in its school form, places the “emancipation” process at the center of its socialization mission: educating means stepping away from your condition, withdrawing from your condition to become yourself and a member of a larger community, in a movement of universalization whose term must be specified: how is it constructed and under what universalizing banner (religion, political principles, values, circulation of objects, devices)? Becoming a citizen requires more than ever a school concerned with universal values, but it must not deny the existence of identities and the interests of the inhabitants of a territory.
1.2. Introduction
Before the school can form, in the individual being, a social being, the territory of origin or the individual’s residence has already forged cultural references that structure their identity. School must deal with this process undertaken outside of it. Several authors have studied it, showing the diversity of territorial levels to which individuals can refer to in order to find invariant characters, the founder of their own identity [SOU 81, TIE 11]. There are subnational territories, such as districts, villages, regions, or foreign national territories (especially for people of immigrant origin), or supranational territories (for example religious territories, such as Islam which is a religion with universalist vocation), not to mention non-territorialized identities.
How can the challenge of identity and/or community claims related to the territories of origin or residence of inhabitants be responded to, while the mission of the French school system was established around the project to emancipate individuals from all the particular groups that act upon them (family, social class, various affiliations, especially religious)?
1.3. Can the policy of recognition be established in France?
The influence of territories of life on the construction of collective identities is not new, and the French school of thought has long based its mission of socialization on the integration of local identities in the national whole, with the help of republican values that claim to be universal. But what makes this integration particularly complicated today is that the solidarity of the local in the national, through universally shared values, is no longer obvious. The abstraction of local identities in the national whole can lead to tension between the demand for values and interests specific to the human communities that live on the territories of the Republic. These communities have become aware of the specificity of the identities they represent and demand “recognition” for them. This new dimension of identity emerged during the struggles in the United States in the years 1950–1960 led by black minorities or minority cultural groups. Charles Taylor strived to theorize this identity claim. He began by arguing that “identity is partly shaped by recognition or its absence, often by the misrecognition of others” [TAY 94, p. 41]. The devastating effect of the lack of recognition comes, he said, from the internalization of this identity in the form of self-depreciation. Charles Taylor then attempts to define a “policy of difference”, which opposes the policy of universal equality insofar as it allows “reverse discrimination” in favor of ill-considered minorities. Henceforth, a liberal society “distinguishes itself as such in the way it treats its minorities, including those who do not share the public definitions of good, and above all the rights it grants to all its members” [TAY 94, p. 81].
But this North American approach, generally accepted in so-called “communitarian” English-speaking societies, is criticized in “holistic” societies, such as France. For Paul Ricœur, the reverse discrimination advocated by Taylor poses a threat to the existence of a social space that is blind to differences. The liberal conception of dignity refers to the idea of a universal human potential shared by all: it is this potential that has allowed the widening of the sphere of individuals with recognized rights. On the contrary, “in the case of the policy of difference, it is from the differentiated cultural fund that the demand for universal recognition proceeds, the assertion of a supposed universal human potential being itself considered for the simple expression of a hegemonic culture, that of the white man, male, at his peak in the Age of Enlightenment” [RIC 04 p. 334]. Paul Ricœur criticizes Taylor for condemning the search for a universal human identity, accused of being discriminatory, a particularism disguising itself as a universal principle. Henceforth, it is the general will dear to Rousseau that is accused of homogenizing tyranny. These debates have taken root in France [LEP 95, MES 99, REN 99, TOU 97, WIE 96]. Proponents of the universal and relativists clash, and the debate is enriching many works (see [MAA 01, p. 40].
These debates are being updated nowadays. On the whole, the recognition of differences does not cross the barrier of the granting of specific rights with regard to education. Each time a minister seems to be moving in this direction, their projects give rise to criticism made in the name of multiculturalism contrary to the tradition of the Republican school system. One of the manifestations of this opposition was the ratification of the European Charter for Regional and Minority Languages signed on May 7, 1999 by France. The political significance of this decision had been announced shortly before by Lionel Jospin, the then Prime Minister:
“The government’s approach has a strong symbolic dimension. Indeed, it shows that the time when national unity and the plurality of regional cultures appeared to be antagonistic is over. The Government’s approach is inspired by the desire to enhance, in its richness and diversity, the entire national cultural heritage” [ALE 02, p. 25].
But the Conseil constitutionnel (French Constitutional Council) opposed the ratification of the text on the basis of the first paragraph of Article 2 of the Constitution of the Fifth Republic, according to which “the language of the Republic is French”, on grounds that certain clauses of the Charter tended to “recognize the right to practice a language other than French not only in ‘private life’ but also in ‘public life’, to which the Charter associates justice and administrative authorities as well as public services” [COU 99, p. 11]. That is why the historical reconciliation between national unity and the plurality of regional cultures was nipped in the bud. It may be concluded that France and its schools will never recognize that there are “minorities” on the soil of the Republic, that is not only groups within a numerically larger community, but groups of citizens united by the demand for the recognition of their rights [LE 04, SIM 99].
Yet, the French nation was not first defined in 1789 based upon an identity or on a culture common to the citizens, but on the refusal of the old regime and feudalism. The Constitution of 1793 thus placed less emphasis on nationality than on citizenship. It is in this sense that Jean Leca wrote that “France is first a political community before being a cultural community” [LEC 85]. France is not a cultural community formed around a people center that has spread its culture to others. It is rather a political community built around a state. French citizenship should therefore have remained independent of the community to which its citizens belong [GAR 12].
In addition, even if a French tradition of citizenship (rather from the founders of the Third Republic than from the Revolution of 1789) opposes resistance to the recognition of rights attached to the nation’s subgroups, the visibility of a multicultural society becomes more significant every day, at a time when the management methods of the educational institution give an increasingly important place to the local system. In this context, the perfect equality of the provision of education throughout the territory of a Republic indifferent to differences remains only dependent on its founding principles, and little by little, it is being replaced by equity, giving right to new forms of the recognition of identities [MAR 96, pp. 65–66].
1.4. Globalization and national identity
But the construction of national identity must not only confront the threats of territorialized collective identities. An inverse phenomenon, called globalization, which can be described as a process of deterritorialization of human identity, is a threat to relativism and obsolescence, as well as the construction of national identity and the link between the nation and universal values that France claims to embody.
Even before identifying globalization as such, the ability of the national territory to establish the collective identity of its inhabitants has been discussed and even disputed. Criticizing Littré’s definition of the nation, Renan said: “The existence of a nation is (forgive me this metaphor) a daily plebiscite, as the existence of the individual is a perpetual affirmation of life” [REN 82, p. 32]. A century later, Eric Hobsbawm was hardly affirmative: “There were no satisfactory criteria for deciding which of the multiple human communities could carry the title of nation” [HOB 90, p. 18]. This explains why national identities are in reality processes that must be constantly supported, notably by schools. History is thus more often mobilized to achieve national identity than geography, as evidenced by the doubts of Vidal de La Blache: “Is France a geographical being?” [VID 03, p. 19] and as Fernand Braudel explained: “The decisive element is not land, nature or environment, it is history, man, in short prisoner of himself/herself, for he/she is heir to those who preceded him/her on his/her own land and shaped its landscape, committing him/her in advance to a series of retrospective determinisms” [BRA 86, p. 202].
Yet, precisely the historical connections of man to the national territory tend to give way today in view of the opening of borders to the world. Marshall McLuhan was the first to use the expression “global village” to describe the deterritorialization of human culture [MCL 62, p. 31]. Furthermore, in the field of teaching history, it can now be argued that it is the history of humanity that makes it possible to think of the globality of today’s world in the complexity of the connections between territories and peoples. The emergence of global history, or connected history, has started being included in school curricula at the expense of a currently unfinished didactization effort [MAU 13]. Connected history leads one to think that all identity is the result of a series of influences of “accompanying” cultures that are incorporated into one another. The idea that there exist collective identities arising from fixed systems and pure territories is, at best, an absurdity, at worst, a mortifying fantasy that nourishes totalitarian ideologies [LAP 93, p. 25].
Thus, modern man would be led to relativize any form of identity salience and would also find himself possessing resistance ability and personal freedom, the fruit of the new education in the world, all these being the characteristics that define them, according to Alain Touraine, as a “subject” [TOU 92]. The modern individual would move from their territory of life, from their community of origin, to more inclusive territories and communities, networks to the entire planet, the homeland which is gradually accessing universal consciousness [MOR 93]. Still within the perspective of a globalization of citizenship, many authors from the field of political science, history, sociology and anthropology have questioned the emergence of a “nationalization of the world” or that of a transformation of international cultural identities into political identities [BAY 96, CAH 99, DEL 99, POU 95, REV 99].
Unlike previous contributors, other authors perceive, in the face of globalization, the reaffirmation of national identities [GUE 08]. In view of the weaknesses of the European construction and the difficulty of making a sustainable European identity to emerge through schooling, the affirmation of national identity and its support by the school would constitute the only bulwark against the decay of values in the cauldron of globalization, and, paradoxically, the national territory could become a space for the protection of regional identities, threatened by the steamroller of global culture. Anthony Giddens noted that during the advent of the first modernity, at the time of the 19th Century European industrial revolution and colonial development, Western societies imposed the nation-state model on the world as the most successful form of political sovereignty. Nowadays in crisis, the nation-state is making persistent and considerable efforts to mark its seal on every corner of its territory. Not only did it impose its language and culture on all, it made its territory the framework for collecting information as well as economic and social statistics, and compelled users of these data to legitimize the validity of the partitioning off of national territories [GID 94, BEC 00]. Nationalism, far from being superseded, is on the contrary full of vigor. The resurgence of the national identities of former colonies shows that the national territory is quick in regaining its identity dimension when this dimension has been deliberately denied. This is illustrated by Algeria since decolonization, despite the considerable efforts previously deployed by the French colonial administration to destroy existing tribal affiliations [KAT 08]. In Europe, nationalist mobilizations in Scotland or Flanders testify to the vitality of national or subnational feeling [DIE 00].
These two a priori irreconcilable approaches agree on one fundamental point: the recognition of the diversity of territorial identities (whether or not they have the nation-state as a framework) is a means of training modern man and citizen. This concerns, in short, not confusing unity of the human being, wherever they live, with a uniformity of cultures, which are the salt of humanity. This reflection is based on the assessment of the crisis of identities, according to which the globalized world seems to standardize identities, while everywhere, multiculturalism helps further the affirmation of irreducible but sometimes disordered identities that are incompatible with one another, or even strongly antagonistic and exclusive, and therefore contrary to the movement of the universalization of humanist values [TOU 92, p. 213].
1.5. Territorialization of education policies
The Old Regime was marked by the absence of national unity of education. The schools were attached to the parishes and their territories, which were referred to as “church premises” [SAI 98, p. 35]. Though the idea of an equal education throughout the national territory was born in 1789, Christian Nique showed that the public primary school, as a public service, was built with François Guizot under the July monarchy: the period between 1830 and 1840 witnessed the organization of the elementary school, the division of tasks between the communes, departments, the state and the establishment of an inspection body as well as the unification of programs and methods [NIQ 90]. Secondary education, founded under Napoleon I, was based on the principle of a state monopoly, but in reality the administrative unit of the educational territory concealed a great geographical diversity and marked inequalities of access to schooling throughout the 19th Century [CHA 10]. The French Goblet Law of October 30, 1886 organized primary education based on decentralization, centralization and deconcentration: the three levels of primary school (nursery schools and kindergartens, elementary primary schools, upper primary schools and complementary courses) had the same legal status and the same municipal funding. But the determination of programs was national, and in secondary education the state had exclusive competence, while local authorities intervened solely in the establishment of institutions [LEL 94, pp. 16–17). In the 20th Century, the issue regarding the organization of the school territory was raised for the first time in the 1930s with the influx of students into secondary education and the need to train a skilled workforce following the 1929 crisis [CHA 87]. But the economic and social planning of education was actually only organized by the state in the 1960s when the problem of equipment, population growth and the need for skilled labor had to be responded to through planning. It historically falls within the Gaullist period [ROB 06]. In 1970, Olivier Guichard’s report “Vivre Ensemble” (Living Together) denounced the centralism of national education [GUI 76]. But it is the economic crises due to the oil price shocks of the 1970s that are considered to be the real cause of the decentralization measures, even though they were preceded by the post-May 1968 demands in the same direction. It should be recalled that this trend of the 1980s took two forms: first, decentralization per se, through the transfer of competences from the state to local and regional authorities (in particular, departments for collèges and regions for lycées); second, deconcentration, consisting of a delegation of responsibilities, from the state central administration over the autonomous local public educational institutions (EPLEs), which became secondary and high schools. In the 1990s, this double movement was complemented by the generalization of project policy by objectives, at all levels of the education system, including that of schools [MIN 91].
Through these administrative reforms, the historiography of education has identified a double breakdown in the 1970s and 1980s with regard to the relationship between education policies and territories [ALB 06, PRO 04, TRO 12, VIA 09]. First, schools’ political, social and pedagogical model, which followed the logic of equal opportunities in an environment of economic growth and extension of equality of conditions, ended with the economic and social crisis of the 1970s and 1980s. This turning point marked the failure of centralized planning and the “developing state” [CHA 87]. At the same time, schooling was denounced in its involvement in reproducing social inequalities, according to Bourdieu and Passeron [BOU 70], and in its role in reproducing the distribution of individuals between intellectual and manual work for Baudelot and Establet [BAU 79]. A demand for differentiation then appeared in an attempt to counteract the reproduction of inequalities and precariousness during periods of rising unemployment, which gained grounds in 1975–1980 and led to the territorialization of public education policies.
It is differential equality that then appeared as a means of achieving republican equality, through a work of reinterpretation of the equality norm and the singularization of scholastic treatment [COM 95]. What were its forms? It was first political decentralization, which we have mentioned above, which made local authorities and educational institutions managers of education action in their territories, and then the social definition of territories that were the object of a positive action, that is the ZEPs (priority education zones) and territories of urban policy [DER 93, GLA 91].
Desanctuarized, open to a plural reality that it bracketed in its original conception, schools opened themselves to the difference and pluralisms of society; the new dogmas of education action promoted this openness and diversification as the basis of new public effectiveness. Thus, the neoliberal turnaround of the 1980s led the state to locally delegate educational management [LEC 96, p. 341]. The massification, prioritization and appearance of a territorialized school market as well as the increasing influence of education on access to employment have upset the traditional model of a school preserved from the outside world. The differentiation of decision-making places, actors and modes of intervention of National Education characterized the new governance, which was defined by the “change from tutelage to contract, centralization to decentralization, redistributive state to regulator state, public service management to management in accordance with market principles, public guidance to public and private actors cooperation” [MER 98, p. 63]. This historic rupture promoted the creation of local educational spaces [BOU 94, THO 96], and also the danger of stigmatization of the most neglected territories [ALP 14]. Policies for compensation and modernization, the diversification of means of intervention, the adaptation of schools to their environment and the opening up of schools to the outside world make the educational territory a place of state action coordination [HEN 92, SCH 92].
1.6. Conclusion
There seems no doubt today that French education policies can no longer afford the luxury of indifference to differences in order to establish the social ties. Precisely in order to not renounce the affirmation of its universalist ideals ([PEN 05, p. 157], [ENT 05, p. 31]), schools cannot build paths toward the universal without ignoring a certain exteriority of inception. To integrate is to identify with a group that is not primarily the national community [KRI 04, p. 53]. In this respect, territorial identity (both in French regions and in students’ countries of origin) can no longer be ignored [GUI 95]. School must take into consideration “the spirit of place” [DEG 86, p. 291]. The identity of the territories thus enters into the curriculum of the Republican school as cultural knowledge enabling students to orient themselves in a complex world. This is evidenced by the secular teaching of religious fact, integrated into school curricula, which includes shared knowledge of the religions of the students’ countries of origin. This is an open pedagogical approach with an integrative purpose, which must disseminate the knowledge of differences, teach respect for others and a sense of republican principles [CHE 04, p. 36].
To round off this contribution, it seems important to mention the gray areas that persist and to indicate which possibilities research could converge. Efforts are being made in research to identify this issue in all its aspects and to study its consequences for the ethical values attached to the development of democracy. Thus, is research uncertain on a fundamental point: is there any basis for establishing, at the beginning of the 21st Century, a genuine link between identities and territories? [GUÉ 08]. Quite a good number of studies minimize the weight of the territory in the construction of a persons’ identity on grounds that mobility tends to become a system of values that is supposed to promote personal fulfillment [RÉM 96]. We must distinguish the space of places, to which certain individuals continue to belong, and the space of flows, in which other individuals evolve, detached from the constraints of belonging [CAS 99], notably by the new uses of digital technologies. Some authors refer to anchoring as a choice, but not all social groups benefit from this broadening of horizons [BOU 96].
More than ever, becoming a citizen requires a school concerned with universal values, but which does not deny the existence of identities and the interests of the inhabitants of a territory.
“The work of school is to help to teach children to order the dialectic of the universal and the particular: not to renounce what one is without being cut off from any relationship with others. […] School establishes distance and not confinement in the certainties of my group: it participates in social peace when the policy is fair and equitable” [POU 08, p. 266].
This is the direction that should be followed by public education policies in France, and we hope that researchers from all disciplines in the humanities and social sciences will contribute toward enlightening them in this respect.
1.7. Bibliography
[ALB 06] ALBERTINI P., L’École en France du XIXesiècle à nos jours: De la maternelle à l’université, Hachette, Paris, 2006.
[ALE 02] ALESSIO P., “Les langues dans la république et la langue de la république: approche nationale et approche européenne”, La Charte européenne des langues régionales ou minoritaires et la France: Quelle(s) langue(s) pour la République ? Le dilemme “diversité/unicité”, Éditions du Conseil de l’Europe, Strasbourg, 2002.
[ALP 14] ALPE Y., BARTHES A., “Les élèves ruraux face à la stigmatisation des territoires”, Agora, Débats/Jeunesses, vol. 68, pp. 7–23, 2014.
[BAU 79] BAUDELOT C., ESTABLET R., L’École primaire divise, La Découverte, Paris, 1979.
[BAY 96] BAYART J.-F., L’Illusion identitaire, Fayard, Paris, 1996.
