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Questions and positions on education for sustainable development at university in France: example of short professional cycles?

Abstract : The questions focus on the emergence of education for sustainable development in the French university. The case study discusses the curricular examination of the Bachelor of Territory Professional Planning in 17 universities and the diachronic evolution, between 2001 and 2011, of their educational content around sustainable development. The analysis leads to a reflection on the specificity of French contexts, compared to international positions. Indeed, the legitimacy of the education provided is queried against the economization of the educational sphere. Didactic problems are posed by the reduction of distances between social practices and knowledge mobilized for the teachings. The evolution of the "school form" and the specific place of "educations for" in the framework of the institution are questioned.
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Submitted on : Thursday, March 27, 2014 - 10:30:56 AM
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Angela Barthes, Yves Alpe, Barbara Bader. Questions and positions on education for sustainable development at university in France: example of short professional cycles?. Environmental Education Research, Taylor & Francis (Routledge), 2013, 19 (3), pp.269-281. ⟨halshs-00963813⟩

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