Foreword xi Introduction xix Part 1. Is it Possible to Enroll Education Geographically, Historically and Symbolically in the Territorial Context? 1 Introduction to Part 1 3 Chapter 1. School Divisions and Inequalities in Funding, Access to Schools and Staffing 5 Patrice CARO 1.1. Introduction 5 1.2. Disparities in funding from communities 6 1.3. Inequalities in access to schools 11 1.4. Teachers with different profiles depending on the municipalities and regional education authorities 17 1.5. Conclusion 25 1.6. ...
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Foreword xi Introduction xix Part 1. Is it Possible to Enroll Education Geographically, Historically and Symbolically in the Territorial Context? 1 Introduction to Part 1 3 Chapter 1. School Divisions and Inequalities in Funding, Access to Schools and Staffing 5 Patrice CARO 1.1. Introduction 5 1.2. Disparities in funding from communities 6 1.3. Inequalities in access to schools 11 1.4. Teachers with different profiles depending on the municipalities and regional education authorities 17 1.5. Conclusion 25 1.6. Bibliographical references 26 Chapter 2. A School for Rural Areas? Negotiations and Compromises at the "Congr???s de l'???cole rurale" (1925) 29 Fr???d???ric MOLE 2.1. Introduction 29 2.2. A "pedagogical revolution" in the face of the rural crisis? 31 2.3. A specialized rural school inspired by the practical lives of children? 34 2.4. Compromises and contradictions 37 2.5. Towards a porosity of educational space and time? 40 2.6. Conclusion 42 2.7. Bibliographical references 43 Chapter 3. Territories and Disability 45 Denis POIZAT 3.1. Introduction 45 3.2. History of disability through places and memory 46 3.3. Renan 48 3.4. Pardes 50 3.5. Londres 52 3.6. A decaying modernity 54 3.7. Conclusion: to finish, to not decay 57 3.8. Bibliographical references 57 Part 2. The Territorialization of Teacher Training, Teaching and Learning? 59 Introduction to Part 2 61 Chapter 4. The Territorial Dimension of Teacher Training in Spain 63 Roser BOIX TOMAS 4.1. Introduction: the general Spanish context 63 4.1.1. Indifference to the territorial dimension of Spanish initial teacher training programs 63 4.1.2. The essentially urban approach to Spanish initial teacher education 64 4.1.3. Taking into account the specificities of rural schools in Catalonian initial teacher training programs 65 4.2. The rural territorial dimension in initial teacher training 66 4.2.1. Initial teacher training and the strategic role of rural schools in territorial development 67 4.2.2. Initial teacher training and the role of the rural school as a dynamic actor in territorial development 69 4.3. The multi-grade class and the territorial dimension 71 4.4. Conclusion 73 4.5. Bibliographical references 74 Chapter 5. Dynamics and Complexity of the Links Between a Teacher's Professional Identity and Territory of Practice 77 Catherine ROTHENBURGER 5.1. Introduction 77 5.2. Territory, territoriality and professional identity 78 5.3. Methodological issues 82 5.4. Raw results obtained 84 5.4.1. Shared representations of teachers in regard to the rural world: between idealization and devaluation 84 5.4.2. Emotional character of the teachers' encounter with the rural school 85 5.4.3. Professional difficulties: a common trigger for identity changes 86 5.5. Multiple consequences 87 5.5.1. Learning about the territory and social validation by the territory 87 5.5.2. A new vision of the business 89 5.5.3. Changes in pedagogical practices 90 5.5.4. When social validation is difficult: conformism or withdrawal 91 5.6. Conclusion 92 5.7. Bibliographical references 94 Chapter 6. Learning, Education and Territory in Portugal 97 Ant???nio DUARTE 6.1. Introduction 97 6.1.1. Context 97 6.1.2. Theoretical framework 98 6.2. Research questions 101 6.2.1. Teaching practices in rural and urban schools 101 6.2.2. Learning in relation to the context of urban and rural schools 102 6.2.3. Urban and rural students' artistic learning and education 104 6.3. Bibliographical references 105 Chapter 7. Languages of Instruction, Mother Tongues: Territorial Approaches to Linguistic Insecurity 111 Bruno GARNIER 7.1. Introduction: what the words tell us 111 7.2. Linguistic insecurity and inequalities: sociolinguistic approaches 112 7.3. The Maghreb: a cultural and linguistic entity 114 7.4. A return to concepts 119 7.4.1. The importance of the school environment in the Maghreb 120 7.4.2. The French la
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F (poi to ffep [dated 1924])/NF (light wear only). xii, 321, [1] pp. Crown 8vo. "A dozen dog stories by an author who is at once a dog expert, a dog lover and a skillful literary craftsman."-dj blurb.