Interdisciplinary Laboratory for Research in Didactics, Education, and Training

Education, politics, societies

This research area examines and explores education in its singularity but also in its various dimensions (political, historical, psychological, social, economic, etc.) during a period of ecological and political transition that is leading our contemporary societies towards innovative, integrative, adaptive, and participatory models. More broadly, this research area focuses on the cultural and societal implications of these educational issues. These reflective and critical studies, conducted within the paradigm of complexity, examine the relationship between educational goals and the goals of societal transformation.

The specificity of the research project is structured around four main areas:

The first concerns issues relating, on the one hand, to the subject as a whole—its cognitive, emotional, ethical, aesthetic, digital, and social dimensions—and, on the other hand, to its educational dimension, from both a cultural and intercultural as well as a social perspective, with a view to its emancipation in contexts of transition.

The second question concerns the interface between formal education (the school system) and non-formal education (museums, cultural institutions, and organizations). The aim is to clarify this interface and then to develop methods for identifying, examining, and evaluating the skills that are shared by and specific to these two worlds.

The third aims to make the contributions of educational research on the aims and challenges of public policy at different spatial and temporal scales intelligible and readable, questioning the relationship between the global and the local in their reciprocal tensions, but also the historical and geographical orientations linked to these policies, for a better understanding of institutional educational systems.

The fourth aims to redefine, in these contexts and from a critical perspective, research focusing on tensions surrounding issues such as the fight against inequality, inclusion processes, and emancipation projects.

The questions raised by the axis

The construction of the social and societal subject

  • "Education in," "other education," and disciplines (school and academic), as levers for the emancipation of the subject.
  • Values as a cornerstone for personal development and for building the identity of the social subject.
  • Representations, attitudes, relationships with the world, and societal issues.
  • Sensitive, critical, and reflective approaches.

The relationship between formal and non-formal education

  • Cultures and interculturality: specificities of mediation and training, tensions between meaning and explanation of content.
  • Curriculum management and focus areas aimed at transformation.
  • Contemporary methods of producing and disseminating knowledge, including digital knowledge, in collective culture.
  • Soft skills: which skills for which challenges? Which assessments for which recognitions?

Objectives, challenges, and public policies

  • The challenges, but what public policies? What limitations?
  • The processes ofdemocratization versusmassification,cultural versuseconomic, etc.
  • Historical and geographical perspectives and networking for alternative proposals.
  • New places and modes of knowledge circulation.

The standard, inclusion and empowerment processes

  • The subversion of norms as a matrix for critical thinking: the issue of disability, gender, etc.
  • Pedagogies, particularly alternative ones, as a redefinition of the subject of education.
  • The discourse of knowledge: between power and counter-power.

Summary prepared by Muriel Guedj and Jean-Marc Lange.

Some contributory projects

in progress

Item being updated.

Previous projects

  • Supporting home healthcare in the Occitanie region through training programs (ACSADOM, Philippe Gabriel and Elodie Roebroeck, 2022-2024).
  • Educational guidance for young migrants (OJEMIGR, INSHEA/GRHAPES, 2019-2023).
  • Identity and cultural ties to a territory in the service of engagement (EIEDD, 2017-2020).
  • Environmental awareness through the Relationship with Nature at School program (SIRENE, 2018-2021).
  • Strengthening eco-citizen capacities through education for sustainable development via a Lebanese rock library (PHC CEDRE, 2018-2019).
  • Appropriation and Commons of the Energy Transition through participatory action research (ACTE-Cit’In, GIS Democracy and Participation, 2018-2019).
  • Motivation – Cooperation – Learning (MOCA, 2018–2021).
  • Language and Literacy in REP+ (2017-2020)
  • Collaborative research and activism in education (RCME, 2019-2020).
  • From Text to Class (TALC, Bénédicte Louichon, 2017-2020).
  • Research program on the dissemination of digital technology in higher education in Latvia and France: from intentions to practices (PHC OSMOSE, Philippe Gabriel, 2018-2019).
  • Emotional Capital, Successes, Health, and Well-being inthe First Yearof University (ANR/IDEFI-UM3D-15 b, Bénédicte Gendron, 2012-2019).
  • Professional identity and relationship to the activity of judo teachers in France (IPRADEJU, Thérèse Perez-Roux, 2015-2019).

Contributory symposia

Contributory seminars

  • Formal education, non-formal education, education in.
  • Instruments, Actors, Networks, Knowledge.
  • Teaching theater and poetry today.
  • Multilingualism, norms, and language socialization.