Éduquer au développement durable ou enseigner le développement durable en histoire-géographie : enjeux sociopolitiques et discipline scolaire

Nicole Tutiaux Guillon 1
1 Théodile-CIREL
CIREL - Centre Interuniversitaire de Recherche en Education de Lille (CIREL) - EA 4354 : EA1764
Abstract : In France, teaching sustainable development is prescribed both as a transdisciplinary «educating for sustainable development» approach and as a topic of many school subjects, especially geography. These presciptions are not quite consistent. The educative aims and the political issues confronts the traditional structures of the subjects, as shows the case of history-geography. An empirical research has stated that the type of work proposed to students goes from classical disciplinary practice to attempts at trans/pluridisciplinarity, form incitation to reflexion to passing on factual and impartial knowledge, from complexity to simplification, from neutralisation to involvment. The educating side of this issue, and overall the political aspect of it, create real splits among teachers.
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Nicole Tutiaux Guillon. Éduquer au développement durable ou enseigner le développement durable en histoire-géographie : enjeux sociopolitiques et discipline scolaire. Revue Phronesis, Institut de recherche sur les pratiques éducatives/Champ social, 2013. ⟨hal-01657549⟩

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