Cultural, Training and Educational Spaces: A Renewal of Relationships with Knowledge

For two centuries, the school system has been a central point around which other players have gravitated: local authorities, voluntary organizations and the world of work. Over the course of the 20th century, this school centric configuration underwent a transformation, with local authorities tending to become integrated into the vertical culture of the school system. This was only the beginning of a process that brought schools and socio cultural players into constant contact. Cultural, Training and Educational Spaces first examines the relationships with knowledge generated by the links between the school system and other cultural, training and educational spaces, taking a historical, pedagogical and philosophical perspective. Easy access to learning materials creates different relationships with knowledge than those observed in schools. The book then looks at the pedagogical practices in these different cultural educational spaces, such as libraries and media libraries, museums and historical sites, places of heritage, history and entertainment, social networks and other multimedia formats.

Table of Contents:
Presentation of the Authors xi Introduction xvii Bruno Garnier and Theodora Balmon Part 1 The Cultural Spaces of Knowledge 1 Introduction to Part 1 3 Régis Malet Chapter 1 Local Educational Community and New Knowledge Sharing 5 Sylvie Condette 1.1 Working together: local resources to mobilize 6 1.1.1 General context of the action 7 1.1.2 Personalizing the relationship: a useful first step, but not enough 8 1.1.3 Open and strengthened consultation, at the service of families and children 9 1.2 Collaboration in action: initiating new know-how 10 1.2.1 Joint actions 10 1.2.2 Continuous redefinition of objectives and activities 11 1.2.3 Change of mindset and values to promote 12 1.3 Effects of collaborative work 13 1.3.1. Effects in terms of categorical rapprochement and interprofessionality 13 1.3.2 Systemic effects on the environment 15 1.4 Conclusion: towards the construction of a local educational community 15 1.5 References 16 Chapter 2 Expanding Roles for Community Institutions: US Public Libraries as Community Health Partners 19 Mary Grace Flaherty 2.1 Background 19 2.2 US public libraries and health 21 2.3 Shifting missions and responsibilities 21 2.3.1 Health information providers 22 2.3.2 Pandemic response 23 2.3.3 Seizing opportunities 24 2.4 Final thoughts 26 2.5 References 26 Chapter 3 Regarding the School Form: Critical Reflections 29 Pierre Kahn 3.1 Thinking about the school form 29 3.2 Historicity of the school form 30 3.3 Transhistorical continuity 34 3.4 School form and democratic form of socialization, historicity versus continuity? 36 3.5 Conclusion: the concept of school form, a useful concept? 37 3.6 References 38 Part 2 Museums and the School Form: What are the Interactions? 41 Introduction to Part 2 43 Anik Meunier Chapter 4. The Transmission of Technical Culture in France in the 19th Century via Collections of Objects 49 Géraldine Barron 4.1 Crossed histories 50 4.2 Conservatoire des arts et métiers 50 4.3 Musée naval 52 4.4 Collections and audiences: outline of a differentiated transmission 54 4.5 Conclusion 58 4.6 References 60 Chapter 5 The Musée de la Corse and the Citadelle de Corte, Experimentation of Museum Mediation in the Service of a Shared Future 63 Marion Trannoy Voisin 5.1 Museum geography in Central Corsica 63 5.2 Landscape inscription 65 5.3 Change of destination 68 5.4 Patrimonial territory 69 5.5 Impacts 72 5.6 Example of active and citizen museology 73 5.7 References 75 Chapter 6 Institutionalization of Passion Instead of Competence 77 Nathanaël Wadbled 6.1 Introduction: leave your pupils to a guide 77 6.1.1 Guides’ response to teachers’ demands 77 6.1.2 Method and fieldwork: participant observation in a tourist office 78 6.2 Competence of the guides in addition to that of the historians 80 6.2.1 Extracurricular practice of a patrimonial space 80 6.2.2 Guiding to make people see and understand 82 6.3 Passing an anti-scientific discourse on history 83 6.3.1 Replacing the historical discourse with another 83 6.3.2 Misunderstanding with teachers 85 6.4 Institutionalization of passion instead of competence 86 6.4.1 Passion as the praxis of history 86 6.4.2 Critical thinking as respect for tradition 87 6.4.3 An organization that favors an anti-historical practice 88 6.5 Conclusion: visiting a place of history in an age of mistrust of science 90 6.6 References 91 Chapter 7 The Contribution of Museums in Non-formal Education and Cultural Transmission 95 Anik Meunier and Camille Roelens 7.1 Places of autonomy and hypermodern mediations 97 7.1.1 Resources of individual autonomy, or matter of mediation 98 7.1.2 Benevolent authority, or the way of mediation 99 7.2 Teachers: mediators in search of appropriate mediations? 100 7.3 Conclusion 103 7.4 References 105 Chapter 8 Cultural Space, Digitization and Training in the Museum 109 Corinne Baujard 8.1 Context of the case study 110 8.2 Presentation of the experimental project at the museum 111 8.2.1 First report: enriching the museum’s relationship with its school audience 111 8.2.2 Second report: preparing the school visit with the teachers 112 8.2.3 Third report: art education and aesthetic relationships to art training with digital devices offered to pupils in the exhibition space 114 8.2.4 Fourth report: the museum’s organization 116 8.3 References 118 Part 3 Reading and Cultural Mediation 121 Introduction to Part 3 123 Denise Gisele De Britto Damasco Chapter 9 Developing New Teaching Practices for Reading and Writing in French Elementary Schools Involving Book Mediators 127 Nathalie Bertrand 9.1 What professional skills are expected? 127 9.2 State of the art in initial training 128 9.3 Cultural mediation practices in the master’s program 130 9.4 Looking back on the experience: the students’ point of view 132 9.5 New innovative pedagogical device to be tested: Fabulathèque 134 9.6 Appendix 135 9.7 References 137 Chapter 10 Making Books Resonate: A Cultural Mediation Exercise Offered to Trainee Schoolteachers 139 Pascale Gossin and Isabelle Lebrat 10.1 Reading aloud in literature 139 10.1.1 Jean-Jacques Rousseau and fellowship 140 10.1.2 Émile Zola and the social gaze 140 10.1.3 Jean-Paul Sartre and the entrance into reading 140 10.2 School practice 141 10.2.1 Past school practice 141 10.2.2 Current school practice 143 10.3 Putting in resonance 144 10.3.1 Reasons for choosing the module 145 10.3.2 Difference between foresight and reality 145 10.3.3 Role of the schoolteacher 145 10.3.4 Professional contributions 145 10.3.5 Challenges 146 10.4 Conclusion 146 10.5 References 147 Part 4 Informal Learning, Formal Learning, Hybrid Training 151 Introduction to Part 4 153 Sylvie Condette Chapter 11 Informal Adult Learning in Libraries: Between School Form and Popular Education? 159 Theodora Balmon 11.1 Library between school form and popular education 161 11.1.1 In the filter of the school form 161 11.1.2 Legacy of popular education 162 11.1.3 Informal learning 163 11.2 Methodology of the narrative survey 164 11.2.1 Comprehensive paradigm 165 11.2.2 Sample and exploratory interviews 165 11.3 Findings 166 11.3.1 Profile of survey participants 166 11.3.2 Formal/informal duality 167 11.3.3 Types of learning identified in the interviews 167 11.3.4 Exchanges and socialization 168 11.4 Discussion and conclusion 169 11.5 References 170 Chapter 12 The Construction of Boundary Objects: A Lever for the Transformation of the University Form 173 Rana Challah and Geneviève Lameul 12.1 Introduction: higher education at the heart of change 173 12.2 Projet DESIR: contextual elements 174 12.3 Theoretical framework 175 12.4 Methodology 178 12.5 Research findings and highlights 178 12.5.1 First stage of the project: the co-situation 178 12.5.2 Second stage of the project: cooperation 180 12.5.3 Third stage of the project: co-production 181 12.6 Discussion and conclusion 182 12.7 References 184 Chapter 13 Cultural, Curricular and Axiological Challenges of Training for the Education Profession in the Era of Globalization 189 Régis Malet and Martine Derivry-Plard 13.1 Introduction: the challenges of education and training in a globalized world 189 13.2 Educating and training in a multilingual and multicultural world 190 13.2.1 Education, training and languages: a heuristic alliance for the training of educators in a globalized world 191 13.2.2 Dynamics of languages and disciplines contributing to training 193 13.2.3 Plurilingual training and promotion of human diversity in education 194 13.3 Training trainers for democratic education 196 13.3.1 Content and value challenges for the promotion of intellectuals in action 196 13.3.2 Cultural and curricular challenges in the production of transformative knowledge that promotes professional and civic commitment 199 13.4 Conclusion: a plurilingual and pluricultural paradigm in teacher and trainer training to meet the democratic challenges of globalization 202 13.5 References 204 Chapter 14 The Emergence of Patrimonial Education in the Arganeraie Biosphere Reserve (ABR) in Morocco 211 Salma Itsmaïl 14.1 History of the school form 212 14.2 Introduction of patrimonial education in the Moroccan school system 213 14.2.1 Learning languages 213 14.2.2 Citizenship education 213 14.2.3 Self-directed learning 214 14.2.4 Environmental education 214 14.3 Poorly integrated patrimonial education 214 14.3.1 Degree of patrimonial knowledge among pupils in Marrakech 216 14.3.2 Degree of patrimonial knowledge among pupils in Agadir 216 14.4 New school form to be tested 217 14.4.1 Experience at the heart of learning 220 14.5 Discussion 221 14.6 References 222 Conclusion 225 Theodora Balmon and Bruno Garnier Appendix 241 Alain Jaillet Postface 255 Maurice Tardif† List of Authors 263 Index 265

About the Author :
Theodora Balmon is a library curator, trainer, teacher and researcher in educational sciences at the Université du Québec à Montréal, Canada, and the Université de Corse Pasquale Paoli, France. Bruno Garnier is a Professor at the Université de Corse Pasquale Paoli, France. His research interests focus on educational policy issues in the era of globalization, the history of political rhetoric in education and the democratization of education.