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Article

French

ID: <

10.4000/ere.1049

>

·

DOI: <

10.4000/ere.1049

>

Where these data come from
Éducation au développement durable et territoires : Évolution des problématiques, modification des logiques éducatives et spécificité des contextes ruraux

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.

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