Abstract : The article sets the international context for the development of a curriculum of education for sustainable development and shows the directions being taken in the Francophone community. Building on a significant number of studies carried out in France, we constitute a typology of the positions of French-speaking researchers involved in those studies and contributing to the establishment of the national curriculum. This typology is constructed using a methodology based on the frequency of lexical occurrences in a bibliographic database, combined with a methodology of research on the social representations of the researchers of this community. We first present a broad comparison with the Anglo-Saxon sphere, we postulate that these positions influence the curriculum construction and raise the issue of the social responsibility of education science researchers in the face of international political demands.
https://hal.umontpellier.fr/hal-01700448
Contributeur : Jean-Marc Lange
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Soumis le : dimanche 4 février 2018 - 15:52:36
Dernière modification le : vendredi 14 juin 2019 - 01:16:01
Document(s) archivé(s) le : jeudi 3 mai 2018 - 09:10:09
Angela Barthes, Jean-Marc Lange. Researchers' positions and construction of curricula of education for sustainable development in France. Journal of Curriculum Studies, Taylor & Francis (Routledge), 2017, 50, pp.96 - 112. ⟨hal-01700448⟩
