LEADER 02491nam 2200397 450 001 9910477069203321 005 20230224085037.0 035 $a(CKB)5470000000569250 035 $a(NjHacI)995470000000569250 035 $a(EXLCZ)995470000000569250 100 $a20230224d2020 uy 0 101 0 $afre 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDe fragments en traces $ede?chiffrer dans leurs e?crits le re?cit d'expe?rience de mobilite? courte d'e?tudiants japonais en France /$fMarie-Franc?oise Pungier ; pre?face d'Aline Gohard-Radenkovic et de Hideo Hosokawa 210 1$aBern :$cPeter Lang International Academic Publishers,$d[2020] 210 4$d©2020 215 $a1 online resource (768 pages) 330 $aPourquoi des e?tudiants japonais de?cident-ils de participer a? un stage de langue et de culture, organise? par leur universite?, en France?? Quelles significations donnent-ils aux expe?riences qu'ils y font?? Pour comprendre les e?le?ments qui structurent une expe?rience de mobilite? acade?mique courte entre Japon et France, l'auteure de l'ouvrage, s'engageant dans une recherche-implication, se penche sur plusieurs se?ries de restitutions d'expe?rience produites, sur prescription institutionnelle, par des e?tudiants-voyageurs avant, pendant ou apre?s leur se?jour en France. Elle prend le parti de de?velopper son analyse, relevant d'une approche qualitative, autour de la nature fragmentaire des re?cits recueillis et d'y rechercher les traces qui de?notent, malgre? la varie?te? des supports et des formats d'e?criture, la cohe?rence de l'ensemble. Explorant le ro?le joue? par ces e?crits de restitution dans ce qu'elle nomme une «?situation d'expe?rience de mobilite??», elle met au jour l'existence d'un me?tare?cit de l'expe?rience de se?jour a? l'e?tranger?: celle-ci ne se jouerait-elle pas alors plus au Japon qu'en France ?. 517 $aFragments en traces 606 $aStudents, Foreign 606 $aJapanese students 615 0$aStudents, Foreign. 615 0$aJapanese students. 676 $a378.016 700 $aPungier$b Marie-Franc?oise$01279164 702 $aGohard-Radenkovic$b Aline 702 $aHosokawa$b Hideo 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910477069203321 996 $aDe fragments en traces$93014703 997 $aUNINA LEADER 03212oam 2200661I 450 001 9910792459403321 005 20230725023134.0 010 $a1-135-15817-7 010 $a1-135-15818-5 010 $a1-282-57140-0 010 $a9786612571404 010 $a0-203-85758-5 024 7 $a10.4324/9780203857588 035 $a(CKB)2670000000009330 035 $a(EBL)484758 035 $a(OCoLC)647887454 035 $a(SSID)ssj0000366917 035 $a(PQKBManifestationID)11252947 035 $a(PQKBTitleCode)TC0000366917 035 $a(PQKBWorkID)10418719 035 $a(PQKB)11561333 035 $a(MiAaPQ)EBC484758 035 $a(Au-PeEL)EBL484758 035 $a(CaPaEBR)ebr10371531 035 $a(CaONFJC)MIL257140 035 $a(EXLCZ)992670000000009330 100 $a20180706d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTransforming children's spaces $echildren's and adults' participation in designing learning environments /$fAlison Clark 210 1$aLondon ;$aNew York :$cRoutledge,$d2010. 215 $a1 online resource (238 p.) 300 $aDescription based upon print version of record. 311 $a0-415-45860-9 311 $a0-415-45859-5 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Copyright; Contents; Figures; Tables; Foreword; Acknowledgements; Part I Finding the tools; 1.1 Introduction; 1.2 Viewfinders; 1.3 Case studies; 1.4 The Mosaic approach; 1.5 Conclusion; Part II Gathering children's perspectives; 2.1 Introduction; 2.2 Existing spaces; 2.3 Possible spaces; 2.4 New spaces; 2.5 Temporal spaces; 2.6 Conclusion; Part III Facilitating exchange; 3.1 Introduction; 3.2 Working with practitioners and parents; 3.3 Working with architects; 3.4 Conclusion; Part IV Ways forward: Narratives of learning spaces; 4.1 Introduction 327 $a4.2 Narratives in the design process4.3 Narratives in learning communities; 4.4 Narratives and narrators; 4.5 Conclusion; Epilogue; Glossary; Bibliography; Index 330 $aHow can young children play an active role in developing the design of learning environments? What methods can be used to bring together children's and practitioners' views about their environment? What insights can young children offer into good designs for these children's spaces?With the expansion of early childhood education and the move to 'extended schools', more young children will spend more time than ever before in institutions. Based on two actual building projects, this book is the first of its kind to demonstrate the possibilities of including young children 606 $aEarly childhood education 606 $aClassroom environment 606 $aChildren and adults 615 0$aEarly childhood education. 615 0$aClassroom environment. 615 0$aChildren and adults. 676 $a372.21 676 $a711.57 700 $aClark$b Alison.$0984492 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910792459403321 996 $aTransforming children's spaces$93825167 997 $aUNINA