Biosphere Reserves and Sustainable Development Goals 1 : Scientific and Practical Educational Issues in the Mediterranean

• Autore: Barthes Angela
• Pubblicazione: Newark : , : John Wiley & Sons, Incorporated, , 2024; ©2024
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (255 pages)
• Altri autori: CibienCatherine RomagnyBruno
• Nota di contenuto: Cover -- Title Page -- Copyright Page -- Contents -- Presentation of the Authors of the Two Volumes -- Introduction -- Part 1. Biosphere Reserves and Sustainable Development Goals: Multidisciplinary Scientific Issues -- Introduction to Part 1 -- Chapter 1. Man and the Biosphere: A Precursory Program for the Next World -- 1.1. 1971-2021, the beginnings of sustainable development -- 1.2. Making sure no one is left behind -- 1.3. Identification of gaps, risks and challenges -- 1.4. Valuable lessons learned from the transformation towards sustainable and resilient societies -- 1.5. Investments that may affect the building of sustainable and resilient societies -- 1.6. Integration of biodiversity within sustainable development policies -- 1.7. Policy recommendations to accelerate progress in building sustainable and resilient societies -- 1.8. Lessons learned from the Covid-19 crisis and perspectives for biosphere reserves for the next world -- 1.9. References -- Chapter 2. Humans and Nature: A Story to be Rewritten -- 2.1. Homo sapiens, a species like the others -- 2.2. Homo sapiens, a nature modifier -- 2.3. The Mediterranean, more than a sea in the middle of the land -- 2.4. The academic sphere and the action in favor of biodiversity -- 2.5. Biosphere reserves and Sustainable Development Goals -- 2.6. References -- Chapter 3. Social Representations, Collective Organization and Mediterranean Biosphere Reserves -- 3.1. Introduction -- 3.2. Social representations as an exploratory method of prior knowledge -- 3.3. How can social representations be defined? Some theoretical elements -- 3.4. How can social representations be defined? Central core and peripheral elements -- 3.5. The methodological elements of our study -- 3.6. Study results -- 3.7. Differences and similarities in the social representations of students. ; 3.7.1. Social representations relatively shared by students enrolled in France and in Spain -- 3.7.2. Notably different results for the students enrolled in Morocco -- 3.8. Addressing the issue of complexity versus focusing on the environment -- 3.9. Addressing the collective organization of society versus the recourse to individual action -- 3.10. Conclusion -- 3.11. References -- Chapter 4. Challenges and Opportunities of Collaborative Research on Biosphere Reserves in the Mediterranean -- 4.1. Introduction -- 4.2. Collaborative research -- 4.3. Beneficial aspects of collaborative research -- 4.4. Challenges to collaborative research and data sharing -- 4.5. Motives behind collaborative research -- 4.5.1. Components of collaborative research -- 4.5.2. External components -- 4.5.3. Internal components -- 4.6. The Mediterranean Basin: asymmetries between Northern and Southern Mediterranean countries -- 4.6.1. Economic development -- 4.6.2. Human and social development -- 4.6.3. Trade and economic integration -- 4.6.4. Scientific contributions and representation -- 4.6.5. Impediments to collaboration across the Mediterranean -- 4.6.6. Regionalism and conflict -- 4.6.7. Academic boycotts -- 4.7. Travel limitations -- 4.7.1. Language barriers -- 4.7.2. Institutional structures promoting collaborative research in the Mediterranean -- 4.8. Conclusion -- 4.9. References -- Chapter 5. Scientific Tourism in Multi-Labeled Protected Areas: The Ecological Transition and Controversy in the Mountains -- 5.1. Introduction -- 5.2. The ecological transition: from the injunctions to the different socio-political and cultural references -- 5.3. The trajectories of governance forms for a scientific tourism project -- 5.4. The ambiguities related to the touristic development of scientific culture -- 5.5. The environmental paradoxes of a scientific tourism project. ; 5.6. Conclusion -- 5.7. References -- Part 2. Educational Practices Relating to Biosphere Reserves: Balance and Prospects -- Introduction to Part 2 -- Chapter 6. Teaching How to Produce Differently at a Biosphere Reserve -- 6.1. Introduction -- 6.2. Curricular challenges of teaching how to "produce differently" -- 6.2.1. Curriculum development model -- 6.2.2. Distinction between agroecology/agro-ecology: the question of the reference materials -- 6.3. Technical knowledge and political movements -- 6.4. Knowledge conflicts and conflicts of values: the question of direction in the circulation of knowledge -- 6.5. Towards coherent criteria for analyzing agroecological literacy -- 6.5.1. Essential curriculum elements -- 6.5.2. A practical method for measuring necessary curricular links -- 6.6. Case study -- 6.6.1. Biosphere reserves, levers to "produce differently"? -- 6.6.2. The Mont Ventoux biosphere reserve and the agricultural school of Carpentras -- 6.6.3. Case study results -- 6.7. Discussion -- 6.7.1. What curricular coherence should exist for teaching to "produce differently" in the biosphere reserve? -- 6.7.2. The teacher's posture in relation to agroecology -- 6.7.3. The role of the territory in the implementation of a consistent curriculum -- 6.8. Conclusion -- 6.9. References -- Chapter 7. The Sustainable Management of Biosphere Reserves: What Are the Challenges for Agricultural Education? -- 7.1. Introduction -- 7.2. Agroecology, from its emergence to the change of agricultural model -- 7.2.1. Agroecology: an ever-evolving, polysemous concept -- 7.2.2. Agroecology for a real change in the agricultural model? -- 7.3. Social representations -- 7.3.1. The theoretical framework of social representations -- 7.3.2. The structural approach to social representations -- 7.4. Methodology -- 7.4.1. Data collection -- 7.4.2. Populations. ; 7.5. Data categorization -- 7.6. Results -- 7.7. Discussion -- 7.8. Conclusion -- 7.9. References -- Chapter 8. Collective Skills from Partnerships Between Protected Areas and Teachers -- 8.1. Introduction -- 8.2. The educational partnership -- 8.2.1. Partnerships in national education -- 8.2.2. A partnership for creating collective professional skills? -- 8.3. Three case studies in a labeled rural territory -- 8.3.1. Descriptions of the projects undertaken in the three case studies -- 8.3.2. Data collection methods -- 8.3.3. Results -- 8.4. Presence of a collective skill and of the collective's skill -- 8.4.1. Case A in school one -- 8.4.2. Case A in school two -- 8.4.3. Case A in school three -- 8.4.4. Case B -- 8.4.5. Case C -- 8.4.6. Synthesis -- 8.5. Conclusion -- 8.6. Appendix -- 8.7. References -- Chapter 9. The Instrumentalization of Education in Sustainable Development at the Service of Tourism: The Case of the Arganeraie -- 9.1. Introduction -- 9.2. Environmental crisis and inflation of alternative tourism -- 9.3. Tourism and sustainable development -- 9.4. Sustainable tourism and patrimony: educational issues -- 9.5. Towards a "sustainable strategy" -- 9.6. The Moroccan situation: a sustainable tourism policy in the ABR? -- 9.7. A cultural as well as a natural patrimony item: the argan tree -- 9.8. Between reality and opportunism: the instrumentalization of sustainable development -- 9.9. Education: the missing vector for sustainable tourism -- 9.10. Conclusion -- 9.11. References -- Chapter 10. Biosphere Reserves and Political Skills Transfer in University Curricula -- 10.1. Introduction -- 10.2. Towards a conceptual recontextualization of the political skill in the environmental field -- 10.2.1. Learning eco-literacy and building the disposition towards cognitive socialization in academic disciplines. ; 10.2.2. Learning eco-citizenship and building the disposition towards political socialization -- 10.2.3. Learning environmental deliberation and building the disposition towards critical cognitive socialization -- 10.2.4. Learning in collective action regimes and building the disposition towards democratic socialization -- 10.3. Environmental political skill: Master's degree in Man and the Biosphere - case study -- 10.3.1. The MAB Programme, political skill and formal curriculum -- 10.3.2. Methodology -- 10.4. Results and discussion -- 10.4.1. What political skill in the formal curriculum of the MAB master's degree? -- 10.4.2. What disciplinary contributions to the environmental political skill in the formal curriculum of the MAB master's degree? -- 10.5. Conclusion: changing curricular morphologies -- 10.6. References -- Chapter 11. Education and Mediation in the Arganeraie: Alliance Strategies Between Education and Tourism Actors? -- 11.1. Introduction -- 11.2. Locating the Arganeraie biosphere reserve -- 11.3. The ABR, a tourist landscape showcased by the media? -- 11.4. ABR landscape imaging and its dissemination -- 11.5. A confusion between education forms in the ABR: formal, non-formal and informal -- 11.6. Towards mediation in the ABR or the construction of an alliance and communication strategies between education and tourism actors -- 11.7. The territorial integration of the ABR - a condition for the alliance's success: communication, mediation and media coverage -- 11.8. "Polarized" networks in the ABR: a tool for the alliance between education and tourism actors -- 11.9. Actor training for the development of capacities: skills and capability for communication management -- 11.10. Conclusion -- 11.11. References -- List of Authors -- Index -- Summary of Volume 2 -- EULA.
• Titolo autorizzato: Biosphere Reserves and Sustainable Development Goals 1
• ISBN: 1-394-27579-X; 1-394-27577-3
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910877770503321
• Lo trovi qui: Univ. Federico II