Interdisciplinary Research Laboratory on Didactics, Education, and Training

Education, Politics, Society

The EPS research area seeks to conceptualize a “constitutive” (rather than merely contributory) relationship between research in education and politics, emphasizing its contribution to public policy (at the local and national levels, and in relation to local and regional governments, the central government, etc.).
Within this framework, three thematic areas have been selected for the next contract.

The Empowerment of the Individual in the Face of Complexity 

On the one hand, this will involve examining the role of new methodologies—particularly those related to “research-creation”—and positioning cultural mediation (both artistic and scientific) as an intermediary tool for empowering individuals to navigate complexity, combat exclusion, and engage with and understand the world (arts/science mediation). On the other hand, the aim is to examine societal responsibility by developing research that takes into account emotional, sensory, and ethical dimensions.

Inclusivity as a Political Concept

Indeed, this can no longer be treated solely as a segment of the SEFs but rather as an intrinsic foundation for the research conducted within this research area and the approaches it entails in collaboration with and through educational institutions. Within this framework, the goal will be to better understand the processes and enabling environments in order to make knowledge and learning accessible, thereby fostering more representative and equitable civic participation.

Socio-historical approaches to educational issues

Building on the work carried out under the previous contract, these approaches will be developed both as a field of research in their own right and as theoretical foundations for examining the emancipation of the subject. Indeed, the issues of ecological and social transitions—which lie at the heart of this research area—cannot be addressed without the robust historical and epistemological frameworks necessary for their understanding.

Summary prepared by Fabien Groeninger, Muriel Guedj, and Jean-Marc Lange.

A Few Collaborative Projects

in progress

This item is currently being updated.

Past Projects

  • Supporting Home Health Care in the Regions of Occitanie 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 as a Means of Fostering Engagement (EIEDD, 2017–2020).
  • Environmental Awareness Through Connecting with Nature in Schools (SIRENE, 2018–2021).
  • Strengthening Eco-Citizenship Skills Through Education for Sustainable Development via a Lebanese Rock Museum (PHC CEDRE, 2018–2019).
  • Ownership and the Commons in 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 Classroom (TALC, Bénédicte Louichon, 2017–2020).
  • Research program on the adoption of digital technology in higher education in Latvia and France: From Intentions to Practices (PHC OSMOSE, Philippe Gabriel, 2018–2019).
  • Emotional Capital, Success, Health, and Well-Being inthe First Yearof College (ANR/IDEFI-UM3D-15 b, Bénédicte Gendron, 2012–2019).
  • Professional Identity and Attitudes Toward the Profession Among Judo Teachers in France (IPRADEJU, Thérèse Perez-Roux, 2015–2019).

Conferences with Presentations

Contributory Seminars

  • Formal education, non-formal education, education in.
  • Tools, Actors, Networks, Knowledge.
  • Teaching Theater and Poetry Today.
  • Multilingualism, Standards, and Language Socialization.