{"product_id":"evolutions-of-the-complex-relationship-between-education-and-territories-hardback-9781786302304","title":"Evolutions of the Complex Relationship Between Education and Territories (Hardback) 9781786302304","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eEvolutions of the Complex Relationship Between Education and Territories\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003eAngela Barthes (Edited by), A Barthes (Author), Pierre Champollion (Edited by), Yves Alpe (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781786302304, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eHardback, published 2 March 2018\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e352 pages\u003cbr\u003e23.9 x 16.3 x 2.3 cm, 0.658 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eThe book weaves the story of the complex links between education and its territories. The aim here is to examine the education couple - understood in the broadest sense: school, college, high school, universities - and territory, according to three main axes: the history and the characterization of the different ties maintained And which the school and its territory always maintain; That of the categorization and characterization of the territories in which the school is situated, of the educational policies - both explicit and grassroots - connected with it and their effects on the school; That of recent pedagogical, didactic and organizational innovations. The book is based on French specialists in territorial education issues.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eIntroduction xiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1 Historical Developments and Contemporary Modalities of Interactions between Education and Territories 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction to Part 1 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 What Role Should Territories Play in Public Education Policies? 5\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eBruno Garnier\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e1.1 Summary 5\u003c\/p\u003e \u003cp\u003e1.2 Introduction 5\u003c\/p\u003e \u003cp\u003e1.3 Can the policy of recognition be established in France? 6\u003c\/p\u003e \u003cp\u003e1.4 Globalization and national identity 8\u003c\/p\u003e \u003cp\u003e1.5 Territorialization of education policies 10\u003c\/p\u003e \u003cp\u003e1.6 Conclusion 12\u003c\/p\u003e \u003cp\u003e1.7 Bibliography 13\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Heads of Schools: New Education– Territory Interaction Drivers? 19\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAlain Bouvier, Michel Boyer, Thierry Eymard and Laurent Rieutort\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2.1 Summary 19\u003c\/p\u003e \u003cp\u003e2.2 Introduction 19\u003c\/p\u003e \u003cp\u003e2.3 Territories and the educational system: renewed challenges 20\u003c\/p\u003e \u003cp\u003e2.3.1 The student at the center of a territorialized educational ecosystem 20\u003c\/p\u003e \u003cp\u003e2.3.2 Geographical change: from “identity territory” to “network territory” 22\u003c\/p\u003e \u003cp\u003e2.3.3 Seek coupling and collaboration among educational spaces 24\u003c\/p\u003e \u003cp\u003e2.4 A research-action project 26\u003c\/p\u003e \u003cp\u003e2.4.1 Knowledge based for co-construction within the territories 26\u003c\/p\u003e \u003cp\u003e2.4.2 Quebec experience: community school 27\u003c\/p\u003e \u003cp\u003e2.4.3 First step in collecting practices 28\u003c\/p\u003e \u003cp\u003e2.5 Territorial risk management: first points of view 29\u003c\/p\u003e \u003cp\u003e2.5.1 Which drivers? Being promoters of open, integrative and territorialized educational practices 29\u003c\/p\u003e \u003cp\u003e2.5.2 What actions? Address the challenge of success and build partnerships 30\u003c\/p\u003e \u003cp\u003e2.5.3 Which territories? At the heart of a new territoriality 32\u003c\/p\u003e \u003cp\u003e2.6 Conclusion 35\u003c\/p\u003e \u003cp\u003e2.7 Bibliography 35\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Educational Success: A Multi-actor Project in a Learning Territory Approach 37\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eMaryvonne Dussaux\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3.1 Summary 37\u003c\/p\u003e \u003cp\u003e3.2 Introduction 37\u003c\/p\u003e \u003cp\u003e3.3 Educational success: responsibility of local actors 39\u003c\/p\u003e \u003cp\u003e3.3.1 An increasingly global and territorialized action 39\u003c\/p\u003e \u003cp\u003e3.3.2 Education at the heart of the territory project 42\u003c\/p\u003e \u003cp\u003e3.4 Networks of actors in the field of education 48\u003c\/p\u003e \u003cp\u003e3.4.1 Reformulation of social and educational action 48\u003c\/p\u003e \u003cp\u003e3.4.2 Toward a “learning territory” approach 54\u003c\/p\u003e \u003cp\u003e3.5 Conclusion 58\u003c\/p\u003e \u003cp\u003e3.6 Bibliography 59\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 “Education For”, Territories and Positions of Teachers: Rupture and Tension 61\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJean-Marc Lange\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4.1 Summary 61\u003c\/p\u003e \u003cp\u003e4.2 Introduction 61\u003c\/p\u003e \u003cp\u003e4.3 School model and territories 62\u003c\/p\u003e \u003cp\u003e4.4 An inclusion for what purpose? 63\u003c\/p\u003e \u003cp\u003e4.5 “Create a community” to address development challenges 66\u003c\/p\u003e \u003cp\u003e4.5.1 Project modality 66\u003c\/p\u003e \u003cp\u003e4.5.2 Possible forms and desirable form 67\u003c\/p\u003e \u003cp\u003e4.6 Conclusion and perspectives: social responsibility of the school undertaken 71\u003c\/p\u003e \u003cp\u003e4.7 Bibliography 72\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Education for Sustainable Development and Territories: Toward a New Age of Educational Relationships with Territories in Agricultural Education? 77\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eChristian Peltier\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5.1 Summary 77\u003c\/p\u003e \u003cp\u003e5.2 Introduction 78\u003c\/p\u003e \u003cp\u003e5.3 Structuring elements of the link with the territory in agricultural education 79\u003c\/p\u003e \u003cp\u003e5.3.1 Specificities enhancing opening to the territories 79\u003c\/p\u003e \u003cp\u003e5.3.2 An old anchorage and new perspectives 80\u003c\/p\u003e \u003cp\u003e5.3.3 A double difficulty: problematization and knowledge-tools 83\u003c\/p\u003e \u003cp\u003e5.3.4 The opportunity of the “teach to produce differently” strategic project 84\u003c\/p\u003e \u003cp\u003e5.4 An educational approach by territorialized integrative objects 85\u003c\/p\u003e \u003cp\u003e5.4.1 The concept of integrative object 85\u003c\/p\u003e \u003cp\u003e5.4.2 A didactic and territorial approach to integrative objects 86\u003c\/p\u003e \u003cp\u003e5.4.3 Knowledge at stake: cognitive and conceptual approach to territorialized integrative objects 87\u003c\/p\u003e \u003cp\u003e5.5 Issues posed by teaching activities on some territorialized integrative objects 88\u003c\/p\u003e \u003cp\u003e5.5.1 Badger 89\u003c\/p\u003e \u003cp\u003e5.5.2 Chicken breeding 91\u003c\/p\u003e \u003cp\u003e5.5.3 The vegetable garden 92\u003c\/p\u003e \u003cp\u003e5.6 Conclusion 93\u003c\/p\u003e \u003cp\u003e5.7 Bibliography 95\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCase 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\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eValérie Guillemot\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2 Territories as Sources of Pedagogical Renewal 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction to Part 2 117\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Local Territory in French School Geography 119\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eChristine Vergnolle Mainar, Sophie Gaujal and Caroline Leininger-frezal\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6.1 Summary 119\u003c\/p\u003e \u003cp\u003e6.2 Introduction 119\u003c\/p\u003e \u003cp\u003e6.3 Local setting in the teaching of geography: a variable place according to the eras and levels of education 121\u003c\/p\u003e \u003cp\u003e6.3.1 19th–20th Century: back and forth of the study of local setting in syllabuses 121\u003c\/p\u003e \u003cp\u003e6.3.2 21st Century: the primacy of the local setting in primary school, introducing the local setting in secondary schools 123\u003c\/p\u003e \u003cp\u003e6.4 Relevance of the local setting in contemporary school geography: a challenge for teachers 126\u003c\/p\u003e \u003cp\u003e6.4.1 Inhabiting: an epistemologically vague term 126\u003c\/p\u003e \u003cp\u003e6.4.2 Difficulties in handling the local setting 128\u003c\/p\u003e \u003cp\u003e6.4.3 Studying the local setting: a vector to transform ordinary practices 130\u003c\/p\u003e \u003cp\u003e6.5 Conclusion 132\u003c\/p\u003e \u003cp\u003e6.6 Bibliography 133\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 When Territorial Commitment Gives Meaning to Professional Activity: Cases of Teachers in Rural Schools in France, Chile and Uruguay 135\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eCatherine Rothenburger\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7.1 Summary 135\u003c\/p\u003e \u003cp\u003e7.2 Introduction 135\u003c\/p\u003e \u003cp\u003e7.3 Theoretical contributions 136\u003c\/p\u003e \u003cp\u003e7.4 Methodology 137\u003c\/p\u003e \u003cp\u003e7.5 Findings 138\u003c\/p\u003e \u003cp\u003e7.5.1 Search for the territory social recognition and learning: common bases of a territorial commitment 138\u003c\/p\u003e \u003cp\u003e7.5.2 Territorial commitment: what local issues and actions? 140\u003c\/p\u003e \u003cp\u003e7.6 Conclusion 142\u003c\/p\u003e \u003cp\u003e7.7 Bibliography 144\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Relatedness with the Non-Human Environment and Motivation Systems: Keys to Include the Territory in Environmental Education 147\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eChristian Reynaud, Rouba Reaidi and Serge Franc\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8.1 Abstract 147\u003c\/p\u003e \u003cp\u003e8.2 Introduction 147\u003c\/p\u003e \u003cp\u003e8.3 A complex model of human motivations 148\u003c\/p\u003e \u003cp\u003e8.4 Relatedness between non-human environment and motivation 150\u003c\/p\u003e \u003cp\u003e8.5 Relatedness, sensitive approach to environmental education and motivation 151\u003c\/p\u003e \u003cp\u003e8.6 Conclusion 153\u003c\/p\u003e \u003cp\u003e8.7 Bibliography 153\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Territory-Based Education in Elementary Schools: PNR Queyras-EN Projects 155\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSylviane Blanc-maximin and Michel Floro\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9.1 Summary 155\u003c\/p\u003e \u003cp\u003e9.2 Introduction 155\u003c\/p\u003e \u003cp\u003e9.3. School–territory relationships faced with different types of conflicts 156\u003c\/p\u003e \u003cp\u003e9.4 The concept of territory-based education 157\u003c\/p\u003e \u003cp\u003e9.4.1 Know-how favored by territory 158\u003c\/p\u003e \u003cp\u003e9.4.2 A cultural mediator aspect 159\u003c\/p\u003e \u003cp\u003e9.4.3 The territory via its local heritage: promoter of values? 160\u003c\/p\u003e \u003cp\u003e9.4.4 Territory-based education? 161\u003c\/p\u003e \u003cp\u003e9.4.5 Conditions for the integration of the school in its territory 161\u003c\/p\u003e \u003cp\u003e9.5 Case study: partnership territorial educative project in the Queyras valley 162\u003c\/p\u003e \u003cp\u003e9.5.1 Queyras and its writing tradition 162\u003c\/p\u003e \u003cp\u003e9.5.2 Methodology 163\u003c\/p\u003e \u003cp\u003e9.6 Results 164\u003c\/p\u003e \u003cp\u003e9.6.1 Acquisition of local know-how 164\u003c\/p\u003e \u003cp\u003e9.6.2 Unleashing the power of expression 165\u003c\/p\u003e \u003cp\u003e9.6.3 Ambitious pedagogic approach 165\u003c\/p\u003e \u003cp\u003e9.6.4 Civic values? 165\u003c\/p\u003e \u003cp\u003e9.6.5 Education on local heritage 166\u003c\/p\u003e \u003cp\u003e9.6.6 Making people responsible? 166\u003c\/p\u003e \u003cp\u003e9.6.7 Heritage: a risk of isolationism 166\u003c\/p\u003e \u003cp\u003e9.7 Conclusion 167\u003c\/p\u003e \u003cp\u003e9.7.1 Anchoring a mountain territory in primary school partnership projects 167\u003c\/p\u003e \u003cp\u003e9.7.2 A dynamic territory 168\u003c\/p\u003e \u003cp\u003e9.7.3 Which emancipation? 168\u003c\/p\u003e \u003cp\u003e9.7.4 The territory, a dynamic tool for education 169\u003c\/p\u003e \u003cp\u003e9.8 Bibliography 169\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Sensitive Postcard of a Local Territory: Development and Issues 173\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSophie Gaujal\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10.1 Summary 173\u003c\/p\u003e \u003cp\u003e10.2 Introduction 173\u003c\/p\u003e \u003cp\u003e10.3 First stage (T1): an ordinary course that promotes reasoned geography 174\u003c\/p\u003e \u003cp\u003e10.4 Second stage (T2): generating spontaneous geography through a field trip 175\u003c\/p\u003e \u003cp\u003e10.5 Third stage (T3): articulating spontaneous geography and reasoned geography by the development of a sensitive postcard 178\u003c\/p\u003e \u003cp\u003e10.6 Fourth stage (T4): reformulations 186\u003c\/p\u003e \u003cp\u003e10.6.1 Overview 186\u003c\/p\u003e \u003cp\u003e10.7 Bibliography 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCase Study 2 Is the Rural Primary School a Hospitable School? Parents’ Point of View 189\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eBenoit Dejaiffe\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3 Educational Policies and Territorial Education Inequalities 203\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction to Part 3 205\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 The Rural School, a Polysemous Object with Significant Societal Challenges? Current Research Contexts and Positions 207\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAngela Barthes and Yves Alpe\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11.1 Summary 207\u003c\/p\u003e \u003cp\u003e11.2 Introduction 207\u003c\/p\u003e \u003cp\u003e11.3 How the rural school became a research “problem” and subject 208\u003c\/p\u003e \u003cp\u003e11.3.1 The supposed “deficiencies” of the rural school and inappropriateness of educational policies 208\u003c\/p\u003e \u003cp\u003e11.3.2 Pedagogical and institutional responses to the supposed difficulties of rural students 210\u003c\/p\u003e \u003cp\u003e11.4 What research exists around the rural school problems? 212\u003c\/p\u003e \u003cp\u003e11.5 Current major research debates on rural schools 215\u003c\/p\u003e \u003cp\u003e11.5.1 The paradox of good rural academic results 215\u003c\/p\u003e \u003cp\u003e11.5.2. Can we still talk about the lack of ambition by rural students? 216\u003c\/p\u003e \u003cp\u003e11.5.3 Is there a “territory effect” on the educational performance and trajectories of rural students? 216\u003c\/p\u003e \u003cp\u003e11.6 Conclusion 218\u003c\/p\u003e \u003cp\u003e11.7 Bibliography 220\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 Relationships between Career Orientation and Territoriality: Elements of Theorization from Rural Mountain Areas 223\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePierre Champollion\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12.1 Summary 223\u003c\/p\u003e \u003cp\u003e12.2 Introduction: historical reviews related to the general theme: “education and territory” 224\u003c\/p\u003e \u003cp\u003e12.3 Key components of the conceptual framework 228\u003c\/p\u003e \u003cp\u003e12.3.1 Educational inequalities, academic inequalities, career orientation inequalities 228\u003c\/p\u003e \u003cp\u003e12.3.2 Territory and territoriality: two related composite concepts 229\u003c\/p\u003e \u003cp\u003e12.4 The case of rural mountain area schools 232\u003c\/p\u003e \u003cp\u003e12.4.1 The initial question 232\u003c\/p\u003e \u003cp\u003e12.4.2 Main characteristics of the rural mountain area school 234\u003c\/p\u003e \u003cp\u003e12.4.3 Current developments: toward a gradual “deconstruction” of the historical specificity of the rural mountain area school? 237\u003c\/p\u003e \u003cp\u003e12.5 Approaches to the relationships between career orientation and territoriality 238\u003c\/p\u003e \u003cp\u003e12.5.1 Historical background and societal challenges 238\u003c\/p\u003e \u003cp\u003e12.5.2 Career orientation in rural mountain areas 239\u003c\/p\u003e \u003cp\u003e12.5.3 Adapting the school to the local context 241\u003c\/p\u003e \u003cp\u003e12.5.4 “Effects of territory”? 243\u003c\/p\u003e \u003cp\u003e12.6 Conclusions: main achievements of the research, pending issues, thematic continuity and elaboration and avenues for research 247\u003c\/p\u003e \u003cp\u003e12.6.1 Main achievements of the research 247\u003c\/p\u003e \u003cp\u003e12.6.2 Pending issues 248\u003c\/p\u003e \u003cp\u003e12.6.3 Thematic continuity and elaboration 248\u003c\/p\u003e \u003cp\u003e12.6.4 Toward a theoretical reappraisal? 250\u003c\/p\u003e \u003cp\u003e12.6.5 By way of proper “conclusion” 251\u003c\/p\u003e \u003cp\u003e12.7 Bibliography 252\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 Toward Convergences between Rural and Urban? Comparative Analyses of Educational Contexts and Social Representations in CM2 261\u003cbr\u003e\u003c\/b\u003e\u003ci\u003ePierre Champollion\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13.1 Summary 261\u003c\/p\u003e \u003cp\u003e13.2 Introduction 262\u003c\/p\u003e \u003cp\u003e13.3 Problem and current developments 262\u003c\/p\u003e \u003cp\u003e13.4 Corpus and methodology 265\u003c\/p\u003e \u003cp\u003e13.4.1 Corpus 265\u003c\/p\u003e \u003cp\u003e13.4.2 Methodology 267\u003c\/p\u003e \u003cp\u003e13.5 Findings and analyses 267\u003c\/p\u003e \u003cp\u003e13.5.1 Contexts (cultural and family) 267\u003c\/p\u003e \u003cp\u003e13.5.2 Territorial social representations (of surrounding and remote territories) 272\u003c\/p\u003e \u003cp\u003e13.5.3 Perceived behaviors, assessed-projected performances and orientation–insertion projects 275\u003c\/p\u003e \u003cp\u003e13.5.4 General overview of section 13.5 283\u003c\/p\u003e \u003cp\u003e13.6 Provisional findings and research avenues 284\u003c\/p\u003e \u003cp\u003e13.7 Bibliography 286\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 The Inadequacy of French Rural School Public Policies 289\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eYves Alpe and Angela Barthes\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14.1 Summary 289\u003c\/p\u003e \u003cp\u003e14.2 Introduction 289\u003c\/p\u003e \u003cp\u003e14.3 Rural school contexts and recent research developments 290\u003c\/p\u003e \u003cp\u003e14.3.1 Age-old delay of the rural school and its poor image 290\u003c\/p\u003e \u003cp\u003e14.3.2 The reversal of trends from the 1990s: toward the observation of good academic performance of rural students 291\u003c\/p\u003e \u003cp\u003e14.3.3 What recent studies on the rural school apparently reveal: the end of rural student specificity? 292\u003c\/p\u003e \u003cp\u003e14.3.4 Rural students’ school projects are becoming less and less specific 295\u003c\/p\u003e \u003cp\u003e14.3.5 Rural students’ professional plans are no longer significantly marked by their territory of residence 297\u003c\/p\u003e \u003cp\u003e14.3.6 End of rural students’ attachment to their territory? 301\u003c\/p\u003e \u003cp\u003e14.4 End of rural students “specificity” and inadequacy of public education policies 303\u003c\/p\u003e \u003cp\u003e14.4.1 What the General Inspectorate’s reports said about rural schools 303\u003c\/p\u003e \u003cp\u003e14.4.2 Territorialized educational policies in view of rural developments 304\u003c\/p\u003e \u003cp\u003e14.5 Conclusion 306\u003c\/p\u003e \u003cp\u003e14.6 Bibliography 307\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCase Study 3 Comparison of Rural and Urban Area Girls’ Career Orientation at the End of Troisième 309\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eBoris Meunier\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eConclusion 319\u003c\/p\u003e \u003cp\u003eList of Authors 325\u003c\/p\u003e \u003cp\u003eIndex 327\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Education [\u003ca title=\"See our other books on Education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Education%20%5BJN%5D%22\"\u003eJN\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley-ISTE","offers":[{"title":"Brand New","offer_id":52446436720920,"sku":"9781786302304","price":103.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9781786302304.jpg?v=1785111637","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/evolutions-of-the-complex-relationship-between-education-and-territories-hardback-9781786302304","provider":"Freshly Printed Books","version":"1.0","type":"link"}