Article
French
ID: <
10.4000/ere.1049>
·
DOI: <
10.4000/ere.1049>
Abstract
The consideration of territorial contexts by the education sciences has evolved considerably over the previous decades until the very recent change in perspective brought by the introduction of “ environmental education ”, then “ environmental education for sustainability ” (EES) in the French educational programs. To try to understand the current and impending developments about the general question of “ education and territory ”, we relied on the introduction of EES in education in France, from school to university, and its impacts in terms of changing approaches to education. A case study of a multi-partnered project of EES concerning the “ ecomobility ” in the Alpes de Haute-Provence illustrates our point. The “ project approach ” tied to EES in a rural framework tends to reduce the teaching to an utilitarian educational form which erases the educational contents at the expense of a territorial enhancement legitimizing the field actors in their educational stance. Finally, the evolution of the problem “ education and territory ” is linked to the introduction of the EES, which partly renews the perspectives of research and the currently dominant positions in educational sciences.