Researchers' positions and construction of curricula of education for sustainable development in France

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.
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Dernière modification le : vendredi 14 juin 2019 - 01:16:01
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  • HAL Id : hal-01700448, version 1

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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⟩

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