Yanique Ekobevet Allogo
Sous la direction de : Angela Barthes
Laboratoire EA-ADEF/Aix-Marseille Université
Many studies about school and territories suggest that a community school shall not ignore its immediate environment. Therefore, inside and outside of a school, there are many links, activities, partnerships and actions that must be considered. This lead us to the local aspect of the school. Here again, we will examine the internal and external school’s environment. During its initial phase, our study will mainly focus on the main characters that are the teachers, the students, families, territorial collectivities (town council, associations …) all linked with the school.
We will make our research in Alpes de Haute Provence in the Alpine Geopark, a labellized environment under the territories’ sustainable development’s public policies. This label generates back effects responding to local, national and international standards. In a certain way, these requirements stand out in populations and take their place in school’s projects. Our study will try out to make a fine analysis in order to understand how, in this mixed environment of daily life and standards, the local activities are inserted in the education sphere. In this knowledge production or habits flow, the official education activity, which means the school education, goes to its goals. How will the school take in account the local knowledge generated by this environment ?
Is this local knowledge integrally accepted by the school or is there a selection that operates ? Why are some of them rejected and some are not? What are the characteristics of the knowledge that may be taken in account by school and how are they recuperated to become a teaching subject ?
It seems also important to determine who are those, in this rural community, that bring in school this knowledge. Then, when identified, what is the contribution of the local authorities? Is this local action of taking in consideration local knowledge, still under the control of the official national curriculum ? How this labellization of this rural area interferes with the population behavior? And finally, what is the type of students that are trained in those schools? And how this local knowledge is teached in Gabonese schools, Maroccan schools for example ?