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
A propos de l’auteur
Pierre Champollion: ECP laboratory (Lyon2 & Saint-Etienne universities)
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