Rural vs Urban Crossed Approaches: School and Territory Representations of Pupils at the End of Primary Education. Case Study of Drôme, France
Learning, trajectories and social representations of pupils at the end of primary school (CM2) have often been the object of territorial analysis, both rural and urban. But, so far, few comparative studies have picked up on this subject. This is what began here: after twice characterizing the educat...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade de Lisboa
2015-12-01
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| Series: | Sisyphus |
| Subjects: | |
| Online Access: | https://revistas.rcaap.pt/sisyphus/article/view/7890 |
| _version_ | 1819049907932102656 |
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| author | Cécile dos Santos Thierry May-Carle Pierre Champollion |
| author_facet | Cécile dos Santos Thierry May-Carle Pierre Champollion |
| author_sort | Cécile dos Santos |
| collection | DOAJ |
| description | Learning, trajectories and social representations of pupils at the end of primary school (CM2) have often been the object of territorial analysis, both rural and urban. But, so far, few comparative studies have picked up on this subject. This is what began here: after twice characterizing the education of rural students in CM2 (in 2000 and 2012, in the context of longitudinal studies), in 2014 the Ardèche and Drôme researchers of the Observatory of Education and Territories (OET) proceeded to «survey» CM2 students from three schools-one in a «small town» (Privas), a downtown one in a «big city» (Valencia) and one in a «difficult neighbourhood» in a big city (Valencia once again)-in an attempt to explore and map out the future research that started in the spring of 2015. The very first «results» are presented in this article, which focuses on an ongoing experiment in the field of «educational planning» («didactique du territoire»). |
| first_indexed | 2024-12-21T11:39:37Z |
| format | Article |
| id | doaj.art-d81147d985a14b6581abd7bae9827711 |
| institution | Directory Open Access Journal |
| issn | 2182-8474 2182-9640 |
| language | English |
| last_indexed | 2024-12-21T11:39:37Z |
| publishDate | 2015-12-01 |
| publisher | Universidade de Lisboa |
| record_format | Article |
| series | Sisyphus |
| spelling | doaj.art-d81147d985a14b6581abd7bae98277112022-12-21T19:05:21ZengUniversidade de LisboaSisyphus2182-84742182-96402015-12-013210.25749/sis.7890Rural vs Urban Crossed Approaches: School and Territory Representations of Pupils at the End of Primary Education. Case Study of Drôme, FranceCécile dos Santos0Thierry May-Carle1Pierre Champollion2Université Lyon 2Aix-Marseille UniversitéUniversité Joseph FourierLearning, trajectories and social representations of pupils at the end of primary school (CM2) have often been the object of territorial analysis, both rural and urban. But, so far, few comparative studies have picked up on this subject. This is what began here: after twice characterizing the education of rural students in CM2 (in 2000 and 2012, in the context of longitudinal studies), in 2014 the Ardèche and Drôme researchers of the Observatory of Education and Territories (OET) proceeded to «survey» CM2 students from three schools-one in a «small town» (Privas), a downtown one in a «big city» (Valencia) and one in a «difficult neighbourhood» in a big city (Valencia once again)-in an attempt to explore and map out the future research that started in the spring of 2015. The very first «results» are presented in this article, which focuses on an ongoing experiment in the field of «educational planning» («didactique du territoire»).https://revistas.rcaap.pt/sisyphus/article/view/7890Language apprenticeshipLearning territorySocial representationRural schoolUrban school |
| spellingShingle | Cécile dos Santos Thierry May-Carle Pierre Champollion Rural vs Urban Crossed Approaches: School and Territory Representations of Pupils at the End of Primary Education. Case Study of Drôme, France Sisyphus Language apprenticeship Learning territory Social representation Rural school Urban school |
| title | Rural vs Urban Crossed Approaches: School and Territory Representations of Pupils at the End of Primary Education. Case Study of Drôme, France |
| title_full | Rural vs Urban Crossed Approaches: School and Territory Representations of Pupils at the End of Primary Education. Case Study of Drôme, France |
| title_fullStr | Rural vs Urban Crossed Approaches: School and Territory Representations of Pupils at the End of Primary Education. Case Study of Drôme, France |
| title_full_unstemmed | Rural vs Urban Crossed Approaches: School and Territory Representations of Pupils at the End of Primary Education. Case Study of Drôme, France |
| title_short | Rural vs Urban Crossed Approaches: School and Territory Representations of Pupils at the End of Primary Education. Case Study of Drôme, France |
| title_sort | rural vs urban crossed approaches school and territory representations of pupils at the end of primary education case study of drome france |
| topic | Language apprenticeship Learning territory Social representation Rural school Urban school |
| url | https://revistas.rcaap.pt/sisyphus/article/view/7890 |
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