LEADER 03526 am 2200673 n 450 001 9910326650603321 005 20190306 010 $a2-7535-6004-8 024 7 $a10.4000/books.pur.95436 035 $a(CKB)4100000008427663 035 $a(FrMaCLE)OB-pur-95436 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/57960 035 $a(PPN)267958056 035 $a(EXLCZ)994100000008427663 100 $a20190614j|||||||| ||| 0 101 0 $afre 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aRéformer les disciplines $eLes savoirs scolaires à l'épreuve de la modernité, 1945-1985 /$fJoël Lebeaume, Renaud d' Enfert 210 $aRennes $cPresses universitaires de Rennes$d2019 215 $a1 online resource (276 p.) 311 $a2-7535-3595-7 330 $aEn France, comme dans tous les pays développés, la Libération ouvre une période de déploiement d'une ambition modernisatrice dont l'école est un des leviers essentiels. Associée aux profonds bouleversements économiques, scientifiques et techniques, la modernité se manifeste dans la nouvelle organisation sociale, les m?urs, les modes de vie, la quotidienneté, ainsi que dans la constitution du système éducatif. Elle s'accomplit également dans la nécessaire adaptation des enseignements, de leurs contenus et de leur organisation d'ensemble. S'appuyant sur l'étude de cinq disciplines particulières (français, mathématiques, sciences physiques et naturelles, technologie, éducation physique et sportive), l'ouvrage s'attache à saisir les dynamiques des réformes des savoirs scolaires effectuées jusqu'au milieu des années 1980, ainsi que les discours d'acteurs individuels et collectifs qui les ont portées. Adoptant une perspective curriculaire, il retrace l'évolution de la place et de la légitimité respective des différentes disciplines et tente d'appréhender les rapports de force entre elles (et entre leurs acteurs) ainsi que les éventuelles remises en cause des hiérarchies disciplinaires. Cet ouvrage offre ainsi aux chercheurs, enseignants et responsables du système éducatif une analyse distanciée et critique sur les évolutions conjuguées des enseignements et sur les conditions de possibilité des réformes des savoirs scolaires. 606 $aEducation 606 $aHistory 606 $aFrance 606 $aéducation 606 $adiscipline 610 $aéducation 610 $adiscipline 610 $aFrance 615 4$aEducation 615 4$aHistory 615 4$aFrance 615 4$aéducation 615 4$adiscipline 700 $aAlix$b Philippe$0183540 701 $aBishop$b Marie-France$01282720 701 $aBret$b Dominique$01304816 701 $aCardon-Quint$b Clémence$01285626 701 $aChapoulie$b Jean-Michel$01298449 701 $ad?Enfert$b Renaud$01304817 701 $aÉrard$b Carine$01304818 701 $aFigeat$b Madeleine$01304819 701 $aGispert$b Hélène$01295117 701 $aGuedj$b Muriel$01304820 701 $aLebeaume$b Joël$01291490 701 $aLopez$b Maryse$01304821 701 $aSavaton$b Pierre$01304822 701 $aSido$b Xavier$01304823 701 $aLebeaume$b Joël$01291490 701 $aEnfert$b Renaud d'$01304824 801 0$bFR-FrMaCLE 906 $aBOOK 912 $a9910326650603321 996 $aRéformer les disciplines$93027751 997 $aUNINA LEADER 05344nam 22006855 450 001 9910841871103321 005 20250807145419.0 010 $a9789819971961 010 $a9819971969 024 7 $a10.1007/978-981-99-7196-1 035 $a(CKB)30597534000041 035 $a(MiAaPQ)EBC31202944 035 $a(Au-PeEL)EBL31202944 035 $a(OCoLC)1424614828 035 $a(DE-He213)978-981-99-7196-1 035 $a(EXLCZ)9930597534000041 100 $a20240222d2024 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aLearning Inclusion in a Digital Age $eBelonging and Finding a Voice with the Disadvantaged /$fedited by Stephen Dobson, Brit Svoen, Gabriella Agrusti, Pip Hardy 205 $a1st ed. 2024. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2024. 215 $a1 online resource (208 pages) 225 1 $aSustainable Development Goals Series,$x2523-3092 311 08$a9789819971954 311 08$a9819971950 327 $aForeword -- Preface -- Introduction -- Part I Overall question: How can governments and intergovernmental organisations support learning inclusion and active citizenship? -- Preface -- Chapter 1 Promoting social inclusion and mutual understanding. Intertwined efforts at local, national and international level -- Chapter 2 Towards wellbeing-ness as an experience of inclusion, belonging and voice in a digital (post-Covid) world of global change? -- Chapter 3 The Global Network of Learning Cities in the light of the United Nations Sustainable Development Goals (SDGs) -- Part 2 How can the education sector and public/private enterprises support learning inclusion and active citizenship? -- Preface -- Chapter 4 Fostering social inclusion of vulnerable people: experience from the Italian and Portuguese contexts -- Chapter 5 Voice, belonging, storytelling and transformation: promoting wellbeing and inclusion through digital storytelling ? philosophical considerations in institutional settings -- Chapter6 Professional activism for inclusion: workplace learning, resilience and engagement -- Chapter 7 We belong and connect when we have a voice. A learning design for inclusive learning -- Chapter 8 To make it visible: some reflections on an intervention designed to prevent gender-based violence against people with intellectual disabilities -- Part 3 Different methodologies that can be adopted an explored in a storytelling approach -- Preface -- Chapter 9 -- Bridging the gaps - promoting wellbeing and social inclusion of girls through digital storytelling -- Chapter 10 Multilingual stories for immigrants and refugees: A language-as-resource approach -- Chapter 11 Including the marginalised: engaging people with dementia and the elderly in technology-based participatory citizen storytelling -- Chapter 12 -- Conclusion -- Glossary of terms. 330 $aThis open access book considers how inclusive learning, wellbeing and active citizenship can be encouraged, taught, learnt, and supported in a digital world. The book poses and seeks to address three questions: How can governments and intergovernmental organisations support learning inclusion and active citizenship? How can the education sector and public/private enterprises support learning inclusion and active citizenship? How can professionals and communities work with vulnerable adults who are disadvantaged in a participatory, empowering manner? The Examples discussed in the book draw on the experiences of adult refugees and migrants, as well as people who may experience disadvantage and/or discrimination as a result of their social, economic, political, cultural, religious, physical, mental, age or gender-related status. One methodological pillar in this work is the development of skills in digital storytelling and digital storiescreation for personal, community and professional purposes. Conceptually and of interest for researcher and policy makers at local, national and transnational levels, this book brings together a number of related concepts to generate innovative understanding and practices of applied relevance in the age of the pandemic and its aftermath. 410 0$aSustainable Development Goals Series,$x2523-3092 606 $aEducational technology 606 $aInclusive education 606 $aEducational sociology 606 $aContinuing education 606 $aDigital Education and Educational Technology 606 $aInclusive Education 606 $aSociology of Education 606 $aLifelong Learning 615 0$aEducational technology. 615 0$aInclusive education. 615 0$aEducational sociology. 615 0$aContinuing education. 615 14$aDigital Education and Educational Technology. 615 24$aInclusive Education. 615 24$aSociology of Education. 615 24$aLifelong Learning. 676 $a371.33 700 $aDobson$b Stephen$0415913 701 $aSvoen$b Brit$01729876 701 $aAgrusti$b Gabriella$0568544 701 $aHardy$b Pip$01729877 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910841871103321 996 $aLearning Inclusion in a Digital Age$94140111 997 $aUNINA