| Summary: | The relationship to knowledge is both a relationship to world, the self and the others (Charlot, 1997). Is a key issue in education for sustainable development (ESD), since it allows to study the relationship of meaning and value conferred to knowledge and to identify how young people engage in school and in society relating environmental and sustainable development (SD) issues. As part of a study that seeks to analyze the relationships to knowledge and territories of young people of secondary schools, some knowledge assessments were completed by 597 students in two schools from Quebec and three schools from France. Bearing on treatment through some lexical analysis as well as content analysis, we examine some learning items listed by students related to environmental and SD as well as people and places that are associated. These analyses reveal some contrasted learning experiences between France and Quebec, related to curricular choices specific to each educational system. While young Quebecers show more diverse learning items, those of French students are less so. In both countries, the epistemic dimension emerges as central. These results lead to make proposals for a more critical and reflexive ESD, which enriched the teaching of these issues at school.
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