Part 1 Historical Developments and Contemporary Modalities of Interactions between Education and Territories 1

Introduction to Part 1 3

Chapter 1 What Role Should Territories Play in Public Education Policies? 5
Bruno Garnier

1.1 Summary 5

1.2 Introduction 5

1.3 Can the policy of recognition be established in France? 6

1.4 Globalization and national identity 8

1.5 Territorialization of education policies 10

1.6 Conclusion 12

1.7 Bibliography 13

Chapter 2 Heads of Schools: New Education– Territory Interaction Drivers? 19
Alain Bouvier, Michel Boyer, Thierry Eymard and Laurent Rieutort

2.1 Summary 19

2.2 Introduction 19

2.3 Territories and the educational system: renewed challenges 20

2.3.1 The student at the center of a territorialized educational ecosystem 20

2.3.2 Geographical change: from “identity territory” to “network territory” 22

2.3.3 Seek coupling and collaboration among educational spaces 24

2.4 A research-action project 26

2.4.1 Knowledge based for co-construction within the territories 26

2.4.2 Quebec experience: community school 27

2.4.3 First step in collecting practices 28

2.5 Territorial risk management: first points of view 29

2.5.1 Which drivers? Being promoters of open, integrative and territorialized educational practices 29

2.5.2 What actions? Address the challenge of success and build partnerships 30

2.5.3 Which territories? At the heart of a new territoriality 32

2.6 Conclusion 35

2.7 Bibliography 35

Chapter 3 Educational Success: A Multi-actor Project in a Learning Territory Approach 37
Maryvonne Dussaux

3.1 Summary 37

3.2 Introduction 37

3.3 Educational success: responsibility of local actors 39

3.3.1 An increasingly global and territorialized action 39

3.3.2 Education at the heart of the territory project 42

3.4 Networks of actors in the field of education 48

3.4.1 Reformulation of social and educational action 48

3.4.2 Toward a “learning territory” approach 54

3.5 Conclusion 58

3.6 Bibliography 59

Chapter 4 “Education For”, Territories and Positions of Teachers: Rupture and Tension 61
Jean-Marc Lange

4.1 Summary 61

4.2 Introduction 61

4.3 School model and territories 62

4.4 An inclusion for what purpose? 63

4.5 “Create a community” to address development challenges 66

4.5.1 Project modality 66

4.5.2 Possible forms and desirable form 67

4.6 Conclusion and perspectives: social responsibility of the school undertaken 71

4.7 Bibliography 72

Chapter 5 Education for Sustainable Development and Territories: Toward a New Age of Educational Relationships with Territories in Agricultural Education? 77
Christian Peltier

5.1 Summary 77

5.2 Introduction 78

5.3 Structuring elements of the link with the territory in agricultural education 79

5.3.1 Specificities enhancing opening to the territories 79

5.3.2 An old anchorage and new perspectives 80

5.3.3 A double difficulty: problematization and knowledge-tools 83

5.3.4 The opportunity of the “teach to produce differently” strategic project 84

5.4 An educational approach by territorialized integrative objects 85

5.4.1 The concept of integrative object 85

5.4.2 A didactic and territorial approach to integrative objects 86

5.4.3 Knowledge at stake: cognitive and conceptual approach to territorialized integrative objects 87

5.5 Issues posed by teaching activities on some territorialized integrative objects 88

5.5.1 Badger 89

5.5.2 Chicken breeding 91

5.5.3 The vegetable garden 92

5.6 Conclusion 93

5.7 Bibliography 95

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 99
Valérie Guillemot

Part 2 Territories as Sources of Pedagogical Renewal 115

Introduction to Part 2 117

Chapter 6 Local Territory in French School Geography 119
Christine Vergnolle Mainar, Sophie Gaujal and Caroline Leininger-frezal

6.1 Summary 119

6.2 Introduction 119

6.3 Local setting in the teaching of geography: a variable place according to the eras and levels of education 121

6.3.1 19th–20th Century: back and forth of the study of local setting in syllabuses 121

6.3.2 21st Century: the primacy of the local setting in primary school, introducing the local setting in secondary schools 123

6.4 Relevance of the local setting in contemporary school geography: a challenge for teachers 126

6.4.1 Inhabiting: an epistemologically vague term 126

6.4.2 Difficulties in handling the local setting 128

6.4.3 Studying the local setting: a vector to transform ordinary practices 130

6.5 Conclusion 132

6.6 Bibliography 133

Chapter 7 When Territorial Commitment Gives Meaning to Professional Activity: Cases of Teachers in Rural Schools in France, Chile and Uruguay 135
Catherine Rothenburger

7.1 Summary 135

7.2 Introduction 135

7.3 Theoretical contributions 136

7.4 Methodology 137

7.5 Findings 138

7.5.1 Search for the territory social recognition and learning: common bases of a territorial commitment 138

7.5.2 Territorial commitment: what local issues and actions? 140

7.6 Conclusion 142

7.7 Bibliography 144

Chapter 8 Relatedness with the Non-Human Environment and Motivation Systems: Keys to Include the Territory in Environmental Education 147
Christian Reynaud, Rouba Reaidi and Serge Franc

8.1 Abstract 147

8.2 Introduction 147

8.3 A complex model of human motivations 148

8.4 Relatedness between non-human environment and motivation 150

8.5 Relatedness, sensitive approach to environmental education and motivation 151

8.6 Conclusion 153

8.7 Bibliography 153

Chapter 9 Territory-Based Education in Elementary Schools: PNR Queyras-EN Projects 155
Sylviane Blanc-maximin and Michel Floro

9.1 Summary 155

9.2 Introduction 155

9.3. School–territory relationships faced with different types of conflicts 156

9.4 The concept of territory-based education 157

9.4.1 Know-how favored by territory 158

9.4.2 A cultural mediator aspect 159

9.4.3 The territory via its local heritage: promoter of values? 160

9.4.4 Territory-based education? 161

9.4.5 Conditions for the integration of the school in its territory 161

9.5 Case study: partnership territorial educative project in the Queyras valley 162

9.5.1 Queyras and its writing tradition 162

9.5.2 Methodology 163

9.6 Results 164

9.6.1 Acquisition of local know-how 164

9.6.2 Unleashing the power of expression 165

9.6.3 Ambitious pedagogic approach 165

9.6.4 Civic values? 165

9.6.5 Education on local heritage 166

9.6.6 Making people responsible? 166

9.6.7 Heritage: a risk of isolationism 166

9.7 Conclusion 167

9.7.1 Anchoring a mountain territory in primary school partnership projects 167

9.7.2 A dynamic territory 168

9.7.3 Which emancipation? 168

9.7.4 The territory, a dynamic tool for education 169

9.8 Bibliography 169

Chapter 10 Sensitive Postcard of a Local Territory: Development and Issues 173
Sophie Gaujal

10.1 Summary 173

10.2 Introduction 173

10.3 First stage (T1): an ordinary course that promotes reasoned geography 174

10.4 Second stage (T2): generating spontaneous geography through a field trip 175

10.5 Third stage (T3): articulating spontaneous geography and reasoned geography by the development of a sensitive postcard 178

10.6 Fourth stage (T4): reformulations 186

10.6.1 Overview 186

10.7 Bibliography 187

Case Study 2 Is the Rural Primary School a Hospitable School? Parents’ Point of View 189
Benoit Dejaiffe

Part 3 Educational Policies and Territorial Education Inequalities 203

Introduction to Part 3 205

Chapter 11 The Rural School, a Polysemous Object with Significant Societal Challenges? Current Research Contexts and Positions 207
Angela Barthes and Yves Alpe

11.1 Summary 207

11.2 Introduction 207

11.3 How the rural school became a research “problem” and subject 208

11.3.1 The supposed “deficiencies” of the rural school and inappropriateness of educational policies 208

11.3.2 Pedagogical and institutional responses to the supposed difficulties of rural students 210

11.4 What research exists around the rural school problems? 212

11.5 Current major research debates on rural schools 215

11.5.1 The paradox of good rural academic results 215

11.5.2. Can we still talk about the lack of ambition by rural students? 216

11.5.3 Is there a “territory effect” on the educational performance and trajectories of rural students? 216

11.6 Conclusion 218

11.7 Bibliography 220

Chapter 12 Relationships between Career Orientation and Territoriality: Elements of Theorization from Rural Mountain Areas 223
Pierre Champollion

12.1 Summary 223

12.2 Introduction: historical reviews related to the general theme: “education and territory” 224

12.3 Key components of the conceptual framework 228

12.3.1 Educational inequalities, academic inequalities, career orientation inequalities 228

12.3.2 Territory and territoriality: two related composite concepts 229

12.4 The case of rural mountain area schools 232

12.4.1 The initial question 232

12.4.2 Main characteristics of the rural mountain area school 234

12.4.3 Current developments: toward a gradual “deconstruction” of the historical specificity of the rural mountain area school? 237

12.5 Approaches to the relationships between career orientation and territoriality 238

12.5.1 Historical background and societal challenges 238

12.5.2 Career orientation in rural mountain areas 239

12.5.3 Adapting the school to the local context 241

12.5.4 “Effects of territory”? 243

12.6 Conclusions: main achievements of the research, pending issues, thematic continuity and elaboration and avenues for research 247

12.6.1 Main achievements of the research 247

12.6.2 Pending issues 248

12.6.3 Thematic continuity and elaboration 248

12.6.4 Toward a theoretical reappraisal? 250

12.6.5 By way of proper “conclusion” 251

12.7 Bibliography 252

Chapter 13 Toward Convergences between Rural and Urban? Comparative Analyses of Educational Contexts and Social Representations in CM2 261
Pierre Champollion

13.1 Summary 261

13.2 Introduction 262

13.3 Problem and current developments 262

13.4 Corpus and methodology 265

13.4.1 Corpus 265

13.4.2 Methodology 267

13.5 Findings and analyses 267

13.5.1 Contexts (cultural and family) 267

13.5.2 Territorial social representations (of surrounding and remote territories) 272

13.5.3 Perceived behaviors, assessed-projected performances and orientation–insertion projects 275

13.5.4 General overview of section 13.5 283

13.6 Provisional findings and research avenues 284

13.7 Bibliography 286

Chapter 14 The Inadequacy of French Rural School Public Policies 289
Yves Alpe and Angela Barthes

14.1 Summary 289

14.2 Introduction 289

14.3 Rural school contexts and recent research developments 290

14.3.1 Age-old delay of the rural school and its poor image 290

14.3.2 The reversal of trends from the 1990s: toward the observation of good academic performance of rural students 291

14.3.3 What recent studies on the rural school apparently reveal: the end of rural student specificity? 292

14.3.4 Rural students’ school projects are becoming less and less specific 295

14.3.5 Rural students’ professional plans are no longer significantly marked by their territory of residence 297

14.3.6 End of rural students’ attachment to their territory? 301

14.4 End of rural students “specificity” and inadequacy of public education policies 303

14.4.1 What the General Inspectorate’s reports said about rural schools 303

14.4.2 Territorialized educational policies in view of rural developments 304

14.5 Conclusion 306

14.6 Bibliography 307

Case Study 3 Comparison of Rural and Urban Area Girls’ Career Orientation at the End of Troisième 309
Boris Meunier

Conclusion 319

List of Authors 325

Index 327