La représentation sociale du développement durable d'élèves de lycée professionnel en démarche d'Agenda 21. Appuis et obstacles

Abstract : In the context of 'generalization' of education for sustainable development (ESD) in France, we examine the effects of the implementation of an Agenda 21 in a vocational school. On the one hand, we will reflect on the interest of using the theory of social representations (SR) to identify supports for and barriers to educational activities. On the other hand, we try to answer several questions: Is the socially acute question of sustainable development (SD) socially acute for students, and in what ways? Do they have a SR of SD as they enter the career path and can we identify a change after a year or more of participation in school life? Is this representation independent or linked to others? What are the consequences for the anchoring of eco-citizen knowledge?
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Nicole Lebatteux. La représentation sociale du développement durable d'élèves de lycée professionnel en démarche d'Agenda 21. Appuis et obstacles. Colloque International "Education au développement durable et à la biodiversité : concepts, questions vives, outils et pratiques", Digne les Bains, 2010, Oct 2010, Digne Les Bains, France. pp.254-274. ⟨halshs-00958227⟩

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