Quelles balises curriculaires en éducation à la prospective territoriale durable ? Valeurs d’émancipation et finalités d’implications politiques des jeunes dans les études de cas en géographie
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 quest...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | fra |
| Published: |
Presses universitaires de la Méditerranée
2019-03-01
|
| Series: | Éducation et Socialisation |
| Subjects: | |
| Online Access: | https://journals.openedition.org/edso/5755 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832578696314093568 |
|---|---|
| author | Angela Barthes Sylviane Blanc-Maximin Elisabeth Dorier |
| author_facet | Angela Barthes Sylviane Blanc-Maximin Elisabeth Dorier |
| author_sort | Angela Barthes |
| collection | DOAJ |
| description | 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 without introducing into individual behavioral normalisations. The curriculum guidelines are based on the epistemological framework of "educations for", 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 posed differently in relation to the problems 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 ESD (Barthes, 2018). The student faces a concrete problem and with the curricular tags increases his apprehension of politics and therefore of citizen action. |
| format | Article |
| id | doaj-art-00562e4b850e43f5ae58501de930e03a |
| institution | Kabale University |
| issn | 2271-6092 |
| language | fra |
| publishDate | 2019-03-01 |
| publisher | Presses universitaires de la Méditerranée |
| record_format | Article |
| series | Éducation et Socialisation |
| spelling | doaj-art-00562e4b850e43f5ae58501de930e03a2025-01-30T13:39:18ZfraPresses universitaires de la MéditerranéeÉducation et Socialisation2271-60922019-03-015110.4000/edso.5755Quelles balises curriculaires en éducation à la prospective territoriale durable ? Valeurs d’émancipation et finalités d’implications politiques des jeunes dans les études de cas en géographieAngela BarthesSylviane Blanc-MaximinElisabeth DorierSustainable 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 without introducing into individual behavioral normalisations. The curriculum guidelines are based on the epistemological framework of "educations for", 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 posed differently in relation to the problems 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 ESD (Barthes, 2018). The student faces a concrete problem and with the curricular tags increases his apprehension of politics and therefore of citizen action.https://journals.openedition.org/edso/5755education for sustainable developmentcurriculumterritorial educationterritorial foresightgeographycritical education |
| spellingShingle | Angela Barthes Sylviane Blanc-Maximin Elisabeth Dorier Quelles balises curriculaires en éducation à la prospective territoriale durable ? Valeurs d’émancipation et finalités d’implications politiques des jeunes dans les études de cas en géographie Éducation et Socialisation education for sustainable development curriculum territorial education territorial foresight geography critical education |
| title | Quelles balises curriculaires en éducation à la prospective territoriale durable ? Valeurs d’émancipation et finalités d’implications politiques des jeunes dans les études de cas en géographie |
| title_full | Quelles balises curriculaires en éducation à la prospective territoriale durable ? Valeurs d’émancipation et finalités d’implications politiques des jeunes dans les études de cas en géographie |
| title_fullStr | Quelles balises curriculaires en éducation à la prospective territoriale durable ? Valeurs d’émancipation et finalités d’implications politiques des jeunes dans les études de cas en géographie |
| title_full_unstemmed | Quelles balises curriculaires en éducation à la prospective territoriale durable ? Valeurs d’émancipation et finalités d’implications politiques des jeunes dans les études de cas en géographie |
| title_short | Quelles balises curriculaires en éducation à la prospective territoriale durable ? Valeurs d’émancipation et finalités d’implications politiques des jeunes dans les études de cas en géographie |
| title_sort | quelles balises curriculaires en education a la prospective territoriale durable valeurs d emancipation et finalites d implications politiques des jeunes dans les etudes de cas en geographie |
| topic | education for sustainable development curriculum territorial education territorial foresight geography critical education |
| url | https://journals.openedition.org/edso/5755 |
| work_keys_str_mv | AT angelabarthes quellesbalisescurriculaireseneducationalaprospectiveterritorialedurablevaleursdemancipationetfinalitesdimplicationspolitiquesdesjeunesdanslesetudesdecasengeographie AT sylvianeblancmaximin quellesbalisescurriculaireseneducationalaprospectiveterritorialedurablevaleursdemancipationetfinalitesdimplicationspolitiquesdesjeunesdanslesetudesdecasengeographie AT elisabethdorier quellesbalisescurriculaireseneducationalaprospectiveterritorialedurablevaleursdemancipationetfinalitesdimplicationspolitiquesdesjeunesdanslesetudesdecasengeographie |