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Through this paper, we explore plurilingual and intercultural communication’s situations in a medical context from the point of view of epistemic injustices (Fricker, 2007). Using narrative explicitative interviews on two situations (concerning birth and death), described by two intercultural mediators, we analyze their practices and highlight what they do to ensure that non-native speakers’ voice is listened to and believed. Our study contributes, on the one hand, to highlighting certain aspects related to epistemic injustices in intercultural communication, and on the other hand, to rethinking critically the relations between the ontologies underlying the relationship to the other, to the body and to health, mobilized in medical institutions. [ABSTRACT FROM AUTHOR]

At a time when national education professionals are being asked to take "trans" students into account in the school environment, scientific papers on adults within the school is timidly emerging in the field of trans studies in education. As heuristic as these studies may be, it must be noted that this research very often considers academic actors as a monolithic entity, depriving the reader of a finer understanding of the difficulties they face. In PE, an eminently gendered discipline where norms are (de)constructed in action, are teachers true "out-of-peer" educators when it comes to welcoming a "trans" student? This article suggests investigating the place and role of teachers in this discipline in the light of the "trans issue" by placing their practices in perspective with those of their colleagues in the French national education system. [ABSTRACT FROM AUTHOR]

A majority of French high students have a very active online presence. Almost all of them have a smartphone and social network apps are the one they use most of their time. Recent studies have documented the negative interactions occurring in cyberspace, defining them as instances of "cyberviolence". These are highly gendered social relations in as much as they encourage conformity to rigid gender norms (in many ways sexist, sexual or homophobic in nature). This paper will document instances of "gendered cyberviolence" as reported by youth from the Île-de-France regionwho have taken part in a study conducted by the Observatoire Universitaire International Éducationet Prévention (Université Paris-Est Créteil) and sponsored by the Centre Hubertine Auclert. Analyzing both quantitative and qualitative, it will discuss the existence of polymorphous and ordinary instances of cybersexism, targeting both girls and boys whose behaviors or preferences are considered gender atypical. All in all, this paper will relate the genesis of the concept of cybersexism, which the authors suggest may best qualify the episodes of violence that are anchored in a gender-normative order. [ABSTRACT FROM AUTHOR]

This paper explores, from the perspective of political philosophy of education, the hypothesis that an explicit and assumed paradigm shift from a republican view of school to a more democratic, individualistic, liberal and morally minimalist conception of school may be necessary in the near future. First we refine this initial diagnosis by specifying the way in which society of individuals compels institutions to work on redefining their legitimacy and the conditions of possibility of their action (1). Then we present three concepts drawn from the liberal axiomatic and/or its contemporary deployments and reinvestment - the axiological neutrality of the state, negative freedom and prudence - which we deem to enable school to take up such a challenge (2). Finally, we test these proposals for intellectual resources by showing how they can help school clarifying its social and political role, to make itself capable of being inclusive and inspiring confidence (3). [ABSTRACT FROM AUTHOR]

In his papers about educational neutrality, Jaurès stresses that neutrality is a lie and that the Church as well as conservative republicans are seeking by this means to thwart the emancipatory nature of public education: "only the nothingness is neutral". Jaurès upholds a republican and socialist secularity. Secularity is emancipation and socialism is the end state of the emancipatory process which arose with the French Revolution. Nevertheless, how can the teacher commit himself for socialism while respecting the secularity principle and the pupil's freedom of conscience? "Only what we are is taught and can be taught" states Jaurès. Socialism is not a doctrine that the schoolmaster can teach, but is the life principle enlivening his teaching. Jaurès recommends a pedagogic method formed simultaneously with objectivity, enthusiasm, width and perspective. The teacher moves himself aside facts and commits himself with euphoria for the progress of humankind. He expands his teaching to all major problems and raises the child's mind toward its embodied awareness of infinity. [ABSTRACT FROM AUTHOR]

Ministerial circulars call not only for awareness-raising, but for a real "youth mobilisation" against global warming. These recommendations concern the neutrality of the school space within the republican framework. In order to depart from recurring debates in France, we propose here to take a detour through America, with the Little Rock affair and the Hannah Arendt's paper about claims of the State to initiate the process of social desegregation by ordering public high schools to integrate black students. But engaging youth in adults political struggles, it is not betraying education?Yet many tensions into Arendt's political philosophy suggest resting the problem of school neutrality in a less radical way when the subject concerns preservation of life, that is a necessary, although insufficient, condition of education. But, on the other hand, what to think mobilizing students by inculcating "good practices" without promoting reflection? In short, if the school, as an institution, is to serve as a relay for public policies, how should it perform the role assigned to it? Shouldn't youth mobilization take other forms than enrollment? [ABSTRACT FROM AUTHOR]

Adoptés solennellement par les 193 États membres de l'Organisation des Nations unies en septembre 2015, les Objectifs du développement durable (ODD) sont présentés comme « 17 objectifs pour sauver le monde » (United Nations 2015). Ils proposent à tous les pays, sans aucune exception, des réponses aux principaux défis qui se posent à l'humanité, parmi lesquels ceux qui sont « liés à la pauvreté, aux inégalités, au climat, à la dégradation de l'environnement, à la prospérité, à la paix et à la justice » (id.). En cela, ils portent un programme d'éducation au politique qui se lit de façon transversale dans toutes les cibles envisagées, mais qui apparaît de la façon la plus explicite dans certaines de celles qui concernent l'enseignement. Cet article se concentre sur celles qui sont focalisées sur l'éducation au développement durable, et plus précisément encore sur l'évaluation qu'en organise le programme PISA de l'OCDE en prenant la mesure de la « compétence globale ». Sustainable Development Goals (SDGs), adopted by the 193 Member States of the United Nations in September 2015, are presented as "17 Goals to Transform our World" (Sustainable development (un.org)). These prospects provide answers to the main challenges facing humanity, including those linked to "poverty, inequality, climate change, environmental degradation, prosperity, peace and justice" (id.) to all countries. The related goals carry on a political education program that can be considered transversally in every target envisaged, mainly in educational terms. This paper focuses on those related to education for sustainable development, and more precisely to the evaluation organized by the PISA program of the OECD by measuring "global competence". [ABSTRACT FROM AUTHOR]

This paper presents some theoretical elaboration on the relation to writing in a professional practices analysis group using writing. This device is first located relative to others which alternate writing and discussion group. The paper then proposes to consider this type of device as a mediated group, building on the theoretical proposals forged by the so-called Lyonnaise School of Clinical Psychology. This proposal allows him to consider the report (s) to the writing in this group of analysis of practices, as pertaining to certain forms of transfer to the malleable medium that constitutes writing. This research focuses on a single clinical case: the material collected consists of two monographs written almost ten years apart by the same student, and an interview. In this article, the analysis focuses on multilateral transfers, working in this group. The analysis of a monograph written in a group of students enrolled in Training of Trainers is a possibility to formulate new hypotheses on transfers in this type of group. [ABSTRACT FROM AUTHOR]

Based on qualitative research on training experience of automation technology apprentices in Switzerland, this paper analyses the relationship between workplace guidance and the development of agency. The case study of four industrial companies shows that guidance has an influence on the form of agency that young people in VET develop on the workplace. In a context of guidance characterized by a strong relationship with the training person, expansive participation in company's activities and adapted structuring interventions, apprentices engage directly in the optimization of learning processes and take on responsibilities within the community of practices. Apprentices who experience poorly adapted or insufficient guidance feel that they are not learning their trade well and fear failure in exams. Nevertheless, these young people also develop intentionality and reflection towards the optimization of learning, whereas their action is focused on improving learning conditions. [ABSTRACT FROM AUTHOR]

This paper presents a collaborative research, based on the work of a steering committee in charge of implementing an innovative training scheme to support the equestrian artists' (EA) professionalisation. The article analyses the exchanges in the five meetings from this committee with regard to the concept of professionalisation and the actor-network theory. The results show that the steering committee constitutes a relevant socio-scientific space to study the two heuristic and praxeological dimensions of this technological research. This space allows, under ethical conditions, not only the understanding of the institutional, political, social, cultural and economic stakes of the EA world but also the co-construction of a relevant training scheme and the production of results in an epistemic nature on the EAs' professionalisation process. [ABSTRACT FROM AUTHOR]

Federation Wallonia Brussel from Belgium is engaged in a reform aimed at developing personalized support to sustain differentiation: an additional teacher is in the classroom for a few hours. This paper relates the experiment with 10 schools at the level of the 5-8 years old. Its objective is to document the evolution of representations and practices of differentiation and collaboration. Individual questionnaires were submitted to teachers one year apart. Analysis of data revealed a broadening of pupils' conceptions. The presence of an additional teacher in the classroom developed a collaborative dynamic and a differentiation beyond the classroom space. At the end of our investigations, it seems that the representation of teacher's working time doesn't integrate the collective dimension yet and constitutes an obstacle. [ABSTRACT FROM AUTHOR]

What is the actual state, in our democratic societies, of the education of the citizen towards citizenship? This paper will focus on the idea of an education to majority. The critical enquiry made by Theodor W. Adorno after World War II as sociologist and philosopher led him to the conclusion that not only is this process of critical and democratic education not really carried out but also the mere willingness to carry out such education remains to be evidenced. On the contrary, Adorno points out a number of processes that seem to run counter to this aim, or indeed that are putting into place precisely the conditions making such an education for autonomy impossible. In this paper, I will discuss three problematic concepts taken from Adorno's philosophy, which appear to have potential for an update in this respect, namely Aufklärung, the culture industry and authoritarian personality. I will focus on an interview with the German philosopher, as of yet unpublished in French, entitled "Erziehung zur Mündigkeit" (Education for Autonomy). [ABSTRACT FROM AUTHOR]

The first years of teaching often called induction have been extensively studied in particular since the 2000s. Having a strong influence on the fate of the teacher, these early years are part of a longterm process that begins before entering the career. The purpose of the current article is to propose a panorama of the main scientific literature on the career entry with the aim to characterize and reflect the changes associated to this period of the career. Accurately, this paper is based on national and international empirical work on these beginnings in teaching. How do researchers describe the first steps of beginning teachers? Have they identified characteristic phases during these first years of teaching? Are there particular difficulties and specific experience during that period? Are there any typical changes identified during these first years of teaching? These questions will provide a framework to this paper. [ABSTRACT FROM AUTHOR]

By applying a reflexive and experiential analysis, our paper questions the relationship between researchers and practitioners, specifically their developing interactions while carrying out collaborative research on the working practices of implementing institutional pedagogy on a national public school scale. The hypothesis is that collaborative research can become fertile ground for mimetic rivalry, which encourages the development of scapegoating. A corollary to this hypothesis is that the taboos linked to research and to the life of the group feed the scapegoating mechanism. The paper follows the scapegoating process, its development and phases, outlines group taboos and the character of the scapegoat. It concludes with the need to move from rivalry to complementarity. [ABSTRACT FROM AUTHOR]

The Theatre of the Oppressed appears as a theatrical pedagogy dedicated to "non-actors" - oppressed, vulnerable subjects - whose openly activist purpose implies the construction of a collective political subject. Its method allows an overtaking of the individual narrative in order to work towards a pooling, which is essential for critical reflection and the development of a political discourse that anyone can carry on stage on behalf of everyone. This paper aims at exploring Augusto Boal's approach and the operation of his theatrical pedagogy. The functioning of Theatre of the Oppressed's grammar will be analyzed and the stages of the political subject construction identified, while taking account of the singularity of theatrical language. In doing so, I will also question how the fact that Theatre of the Oppressed has become bound to citizenship education troubles the very definition of the political subject, highlighting the contradictions of this theatrical grammar and its uses. [ABSTRACT FROM AUTHOR]

In the new French school curriculum, the period which overlaps primary and secondary education calls for a change in teaching practices to ensure continuity of pupil's learning. In synchronic (between disciplines) and diachronic (throughout the period) ways, the regular implementation of the same pedagogical designs can be a vector for stabilizing learning in the transition between primary and secondary school. Grounded on a socio-cultural conception of learning and development processes, this paper reports on a collaborative research which aimed to support primary and secondary school teachers to build and implement innovative cooperative learning environments within classrooms on the foundations of a common model. From a methodological point of view, qualitative and quantitative data have been carried out to examine the impact of this pedagogical approach on the teacher activity and pupils' psychosocial well-being, respectively. On the one hand, the results underlined the importance of considering the implementation of cooperative arrangements in their dimensions both generic and disciplinary. On the other hand, significant effects of this type of design on pupils' self-determined motivation were observed. Finally, proposals are brought forward to optimize the collaborative research approach and its impact on pupils' acquisitions. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to address authority in educational relations by focusing on the specific vulnerabilities to which one who successfully occupies the position of authority in the contemporary democratic context is exposed. The purpose, from a philosophical point of view, is articulated around a broad acceptation of the concept of benevolence and in permanent resonance with the dual challenge of individual autonomy and the autonomous functioning of collectives, which seems to be that of the society of individuals. It is a question of showing that to be able to sustainably show kindness towards the other in the occupation of a place of authority passes by a form of benevolence applied to oneself. [ABSTRACT FROM AUTHOR]

This article is based on the doctoral research "Children in preschool : between resisting and submitting to the educational social project" (2008). The aim of this paper is to establish how children in preschool discover, assimilate and (re)interpret social norms through the assessment of the interviews and drawings of 26 daycare and kindergarten children. Their drawings having served as a basis for interview discussions, this article will focus on analyzing the content of discussions about the drawn images. An ethnographic approach was used for the fieldwork and interview assessment was carried out in light of concepts drawn from children's sociology and clinical sociology. [ABSTRACT FROM AUTHOR]

There are several research studies in neuroeducation and they are directly linked to the teachers activity because they aim at an in-depth understanding of the brain mechanisms in terms of cognition. Research studies in pedagogy are part of the educational challenge which consists in encouraging achievements for each pupil. This paper offers a schematic formalization of the learning act, closest to current neuroeducation works, to try to take part in the improvement of the links between teaching and learning. It shows, on the one hand, cognitive activities concerning the process of the learning act (attentiveness, understanding, memorization and transfer) and, on the other hand, families of conditions which would facilitate the development of this process (in terms of safety, availability and involvement). [ABSTRACT FROM AUTHOR]

Narrative medicine helps doctors to understand what they and their patients experience in the presence of illness (Charon, 2006/2015). On the basis of the work of Rita Charon, I assume that narrative medicine tools -- attention, representation and affiliation -- can be effectively employed in the training of medical staff working with people with dementia. I tested my hypothesis in a training session for multi-professional healthcare providers' at the nursing home Casa Amica (Lamezia, Italy). In this paper, I present the design and the setting up of the phases of this training session: (1) create a framework to allow the expression of people with dementia (two individual interviews); (2) close reading of the collected material and recording of a video summary; (3) collective discussion of the project. My work demonstrates that narrative medicine tools, originally conceived for the doctor / patient relationship, can be effectively employed in a multi professional context; they allow healthcare providers to engage a collective thinking about their practice and improve the relationship between caregivers and people with dementia. [ABSTRACT FROM AUTHOR]

The introduction of neurosciences in education gives rise to animated reactions. As some embrace the arrival of such science with open arms, others tend to be more skeptical. This article submits fundemental thoughts regarding this debate, inspired by its parallels with the positivism dispute, one of the most important epistemological debates of the 20th century. This paper is divided in three distinct sections : first, we present the principal epistemological postures at the heart of the actual debate regarding the introduction of neurosciences in education ; we then retrace the most notable aspects of the positivism dispute which opposed Adorno and Habermas to Popper and Albert, and its similarities with the present debate. Finally, we propose a way by which we could continue the actual debate, starting from a more constructive perspective. [ABSTRACT FROM AUTHOR]

In french curriculum, the PSHE (Personal Social and Health Education) seem to import values' considerations beyond traditional knowledge. That is controversial. But this weberian dualism (facts versus values) must be critiqued. From Habermas, every knowledge is linked to human interests and, in the other hand, you can discuss about values and critic them with rational arguments. This paper is trying to show that Habermas' thinking guide the PSHE, despite of their ambiguities, to emancipatory goals. Their meanings would be to support the democratization movement, and his communicational interest, which, in contemporary societies, put up technocratic management of problems mistaking politics for expertise. This perspective criticizes postmodern relativism that often supports the PSHE. That thereby regains Enlightenment and Condorcet's thinking. [ABSTRACT FROM AUTHOR]

This paper aims, through case studies, to question the approach of environmental education. It seeks to identify and understand difficulties on teachers's approach, often caught between "moralism" and "relativism". Difficulties in the design and implementation of these teachings, however, recommended by the official instructions, in the context of school curriculum disciplines (Lange, 2011, Victor & Lange, 2012), do not explain everything. Precisely, temptation to avoid classroom debates and controversies seems to refer, in some cases, to a positivist view of science or to a questionable conception of what "elementary knowledge" should be. Otherwise, the framework of secularism (laïcity) can induce for the teacher an intention of strict neutrality, hardly compatible with citizenship education. In short, how to enable teachers to engage with a relative serenity in the implementation of environmental problems while guarding both illusion of neutrality and temptation to indoctrinate young pupils. [ABSTRACT FROM AUTHOR]

This paper aims to deal with the relation between values and knowledge in history teaching (especially of wars) and defense and security education. This defense education is questioned through the two traditional (and potentially contradictory) aims of history teaching: building a common culture and teaching critical historical thinking. Official instructions show how difficult it may be for teachers to teach both and have students understand present and past issues without staying in an instrumentalized relation to the past widespread in public debates. Mechanisms under process and possible pedagogical actions are here considered through a return to the epistemological issues of critical historical thinking and practices. Scaling between individuals and contexts, and between them (in the past and elsewhere) and us (now and here) which is at the heart of historical problematization could help handle a critical teaching of the past, as well as rational discussion of values involved in current defense and security debates. [ABSTRACT FROM AUTHOR]

In France, there is no consensus between traditional political parties, on the left wing as well as the right about secularism. It takes different kinds of words: "open", "positive", "intransigent", "intelligent", etc. The aim of this paper is to describe the uses of this polysemic notion and to understand the origin of the conflicts between secularists. The rise of Islam, and above all, of Islamism, increase these tensions by the reintroduction of issues that the law of 1905 had regulated on the legal plane, but which remain on the ideological level: such as separation of politics from religion, sovereignty, identity and spiritual meaning. Thus tensions between liberty, secularism and worship's equality are becoming very hard. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyze the announcement of a renal fetal disease, this announcement activity being located at the joint between the accompaniment experience of doctors and the " families medical working" (Waissman, 1995). Following an investigation conducted around semistructured interviews with doctors (32) and couples (30), our results show that resources combining care actions or activities and educational actions or activities reduce the feeling of threat for the patients, and also for the couples during the announcement process. Through the analysis of therapeutic education systems and parental meetings, we discuss not only the need to take into account the changes in the social role of the couple in family parent-caregiver but also the interest of including a collective approach in the announcement accompaniment process. [ABSTRACT FROM AUTHOR]

This paper presents research to understand the processes and conditions of lifestyle changes in a diabetic patient through long-term involvement in a Therapeutic Patient Education (TPE) network. The results of this study show that changes in beneficial lifestyles are emerging from attendance at network workshops. They are not engendered by the application of procedures, but rather by a long and difficult process of reappropriation of significant body sensations, on the essential foundation of a transformation of social interactions associated with self-confidence and self-confidence. TPE appears as a decisive encouragement to a transformation of the person and his activities, a transformation that remains irreducibly autonomous. The use of an ethnographic notebook appears to be beneficial in the transformation of habits. [ABSTRACT FROM AUTHOR]

In our contemporary history, the debate about identities and communities has never been more important than it is today. This article looks at the issue of Internet discussion spaces and its effects on the nature of online interactions in a context marked by communitarianism. Could school teach citizenship through digital communication and information tools? In this paper, the light is shed on the effects of estrangement or community rapprochement that this kind of exchange allows us to observe. We wonder whether the virtual agora fits into a democratic public space's paradigm, which would then position it in the wider public debate about the Internet, education and citizenship issues. We use the regime of the Civic City, taken from the Economies of Worth theory, as a methodological matrix in order to analyze online discussion material, taken from 6 Lebanese information websites, which typically belong to a context marked by political and community-based fragmentation. [ABSTRACT FROM AUTHOR]

This paper deals with the relationship between education and space through a proxemics analysis of classroom interactions. Specifically, it is a question of studying the impact of certain spatial variables such as positioning, distance or disposition on the behavior of students in the context of university teaching in an experimental classroom: SpaceTech. Filmed observations were made with a device of collecting and then processed, encoded to statistically treat the observable behavior of the 115 students. The results obtained, allowed the identification of correlations between the choice of occupancy of class space, the one that the teacher occupies and the learning behavior of the students. [ABSTRACT FROM AUTHOR]

This paper aims to contribute to knowledge on the impact of secondary schools architecture on the building of school norms and pupils profiles. It also questions the relationship between these schools and the urban architecture in which they are located. Interviews with 15-year-old pupils were conducted and interpreted from the hermeneutical perspective of biographical research in education. Data interpretation highlighted the close relation between school's architecture, its establishment within an urban structure and the building of school norms and students' profiles. [ABSTRACT FROM AUTHOR]