Researchers' positions and construction of curricula of education for sustainable development in France

The article sets the international context for the development of a curriculum of education for sustainable development and shows the directions being taken in the Francophone community. Building on a significant number of studies carried out in France, we constitute a typology of the positions of F...

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Bibliographic Details
Published in:Journal of curriculum studies 2018-01, Vol.50 (1), p.96-112
Main Authors: Barthes, Angela, Lange, Jean-Marc
Format: Article
Language:English
Subjects:
Bibliographic Databases
Bildung
Bildungsforschung
Citation Analysis
Classification
Curriculum
Curriculum Development
Education
Education for sustainable development
Educational Attitudes
Educational Practices
Foreign Countries
France
Frankreich
Humanities and Social Sciences
Nachhaltige Entwicklung
Nachhaltigkeit
National Curriculum
Questionnaires
Researchers
researchers'positions
Sustainable Development
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Summary:The article sets the international context for the development of a curriculum of education for sustainable development and shows the directions being taken in the Francophone community. Building on a significant number of studies carried out in France, we constitute a typology of the positions of French-speaking researchers involved in those studies and contributing to the establishment of the national curriculum. This typology is constructed using a methodology based on the frequency of lexical occurrences in a bibliographic database, combined with a methodology of research on the social representations of the researchers of this community. We first present a broad comparison with the Anglo-Saxon sphere, we postulate that these positions influence the curriculum construction and raise the issue of the social responsibility of education science researchers in the face of international political demands.
ISSN:0022-0272
1366-5839
1366-5839
DOI:10.1080/00220272.2017.1347716