Question socialement vive et développement du pouvoir d'action des enseignants et des élèves : la question du bien-être animal en élevage dans les lycées professionnels agricoles

Abstract : The question of farm animal welfare has sparked strong debate in society and in scientific, technical and professional domains. In the field of education, teaching and learning about farm animal welfare (FAW) as a socially acute question (Legardez & Simonneaux, 2006), is particularly problematic in agricultural schools which train future breeders. The aim of this thesis is to understand how the power to act (Clot, 1999), in relation to the question of FAW, develops (or not) in both teachers and students during teaching-learning situations. We articulate the theoretical and methodological frameworks of the didactics of socially acute questions, the clinic of activity and ethical judgment. Four animal husbandry teachers participated in a protocol with their vocational baccalaureate students. Based on their dialogical activities, we recorded their emotions, ethical judgments and knowledge-representations systems along with their interactions and the conflicts at work to help or hinder the development of their power to act.Our results reveal the barriers and the facilitators to the development of the students’ and teachers’ power to act to improve FAW. We make several recommendations for the training of teachers and students which should help them to overcome certain hurdles and further exploit the potential levers allowing them to widen their range of possibilities.
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Amélie Lipp. Question socialement vive et développement du pouvoir d'action des enseignants et des élèves : la question du bien-être animal en élevage dans les lycées professionnels agricoles. Education. Université Toulouse le Mirail - Toulouse II, 2016. Français. ⟨NNT : 2016TOU20084⟩. ⟨tel-01885358⟩

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