Angela Barthes, Université d'Aix-Marseille, France. Pierre Champollion, Université Lumière Lyon 2, France. Yves Alpe, Université d'Aix-Marseille, France.

• Introduction xiiiPart 1 Historical Developments and Contemporary Modalities of Interactions between Education and Territories 1Introduction to Part 1 3Chapter 1 What Role Should Territories Play in Public Education Policies? 5Bruno Garnier1.1 Summary 51.2 Introduction 51.3 Can the policy of recognition be established in France? 61.4 Globalization and national identity 81.5 Territorialization of education policies 101.6 Conclusion 121.7 Bibliography 13Chapter 2 Heads of Schools: New Education– Territory Interaction Drivers? 19Alain Bouvier, Michel Boyer, Thierry Eymard and Laurent Rieutort2.1 Summary 192.2 Introduction 192.3 Territories and the educational system: renewed challenges 202.3.1 The student at the center of a territorialized educational ecosystem 202.3.2 Geographical change: from “identity territory” to “network territory” 222.3.3 Seek coupling and collaboration among educational spaces 242.4 A research-action project 262.4.1 Knowledge based for co-construction within the territories 262.4.2 Quebec experience: community school 272.4.3 First step in collecting practices 282.5 Territorial risk management: first points of view 292.5.1 Which drivers? Being promoters of open, integrative and territorialized educational practices 292.5.2 What actions? Address the challenge of success and build partnerships 302.5.3 Which territories? At the heart of a new territoriality 322.6 Conclusion 352.7 Bibliography 35Chapter 3 Educational Success: A Multi-actor Project in a Learning Territory Approach 37Maryvonne Dussaux3.1 Summary 373.2 Introduction 373.3 Educational success: responsibility of local actors 393.3.1 An increasingly global and territorialized action 393.3.2 Education at the heart of the territory project 423.4 Networks of actors in the field of education 483.4.1 Reformulation of social and educational action 483.4.2 Toward a “learning territory” approach 543.5 Conclusion 583.6 Bibliography 59Chapter 4 “Education For”, Territories and Positions of Teachers: Rupture and Tension 61Jean-Marc Lange4.1 Summary 614.2 Introduction 614.3 School model and territories 624.4 An inclusion for what purpose? 634.5 “Create a community” to address development challenges 664.5.1 Project modality 664.5.2 Possible forms and desirable form 674.6 Conclusion and perspectives: social responsibility of the school undertaken 714.7 Bibliography 72Chapter 5 Education for Sustainable Development and Territories: Toward a New Age of Educational Relationships with Territories in Agricultural Education? 77Christian Peltier5.1 Summary 775.2 Introduction 785.3 Structuring elements of the link with the territory in agricultural education 795.3.1 Specificities enhancing opening to the territories 795.3.2 An old anchorage and new perspectives 805.3.3 A double difficulty: problematization and knowledge-tools 835.3.4 The opportunity of the “teach to produce differently” strategic project 845.4 An educational approach by territorialized integrative objects 855.4.1 The concept of integrative object 855.4.2 A didactic and territorial approach to integrative objects 865.4.3 Knowledge at stake: cognitive and conceptual approach to territorialized integrative objects 875.5 Issues posed by teaching activities on some territorialized integrative objects 885.5.1 Badger 895.5.2 Chicken breeding 915.5.3 The vegetable garden 925.6 Conclusion 935.7 Bibliography 95Case Study 1 What Levers Exist for Preventing Orientation and Education Inequalities of Territorial Origin in Adult Training? Case of the Bio-construction Regional Vocational Training Center in the Southern Alps 99Valérie GuillemotPart 2 Territories as Sources of Pedagogical Renewal 115Introduction to Part 2 117Chapter 6 Local Territory in French School Geography 119Christine Vergnolle Mainar, Sophie Gaujal and Caroline Leininger-frezal6.1 Summary 1196.2 Introduction 1196.3 Local setting in the teaching of geography: a variable place according to the eras and levels of education 1216.3.1 19th–20th Century: back and forth of the study of local setting in syllabuses 1216.3.2 21st Century: the primacy of the local setting in primary school, introducing the local setting in secondary schools 1236.4 Relevance of the local setting in contemporary school geography: a challenge for teachers 1266.4.1 Inhabiting: an epistemologically vague term 1266.4.2 Difficulties in handling the local setting 1286.4.3 Studying the local setting: a vector to transform ordinary practices 1306.5 Conclusion 1326.6 Bibliography 133Chapter 7 When Territorial Commitment Gives Meaning to Professional Activity: Cases of Teachers in Rural Schools in France, Chile and Uruguay 135Catherine Rothenburger7.1 Summary 1357.2 Introduction 1357.3 Theoretical contributions 1367.4 Methodology 1377.5 Findings 1387.5.1 Search for the territory social recognition and learning: common bases of a territorial commitment 1387.5.2 Territorial commitment: what local issues and actions? 1407.6 Conclusion 1427.7 Bibliography 144Chapter 8 Relatedness with the Non-Human Environment and Motivation Systems: Keys to Include the Territory in Environmental Education 147Christian Reynaud, Rouba Reaidi and Serge Franc8.1 Abstract 1478.2 Introduction 1478.3 A complex model of human motivations 1488.4 Relatedness between non-human environment and motivation 1508.5 Relatedness, sensitive approach to environmental education and motivation 1518.6 Conclusion 1538.7 Bibliography 153Chapter 9 Territory-Based Education in Elementary Schools: PNR Queyras-EN Projects 155Sylviane Blanc-maximin and Michel Floro9.1 Summary 1559.2 Introduction 1559.3. School–territory relationships faced with different types of conflicts 1569.4 The concept of territory-based education 1579.4.1 Know-how favored by territory 1589.4.2 A cultural mediator aspect 1599.4.3 The territory via its local heritage: promoter of values? 1609.4.4 Territory-based education? 1619.4.5 Conditions for the integration of the school in its territory 1619.5 Case study: partnership territorial educative project in the Queyras valley 1629.5.1 Queyras and its writing tradition 1629.5.2 Methodology 1639.6 Results 1649.6.1 Acquisition of local know-how 1649.6.2 Unleashing the power of expression 1659.6.3 Ambitious pedagogic approach 1659.6.4 Civic values? 1659.6.5 Education on local heritage 1669.6.6 Making people responsible? 1669.6.7 Heritage: a risk of isolationism 1669.7 Conclusion 1679.7.1 Anchoring a mountain territory in primary school partnership projects 1679.7.2 A dynamic territory 1689.7.3 Which emancipation? 1689.7.4 The territory, a dynamic tool for education 1699.8 Bibliography 169Chapter 10 Sensitive Postcard of a Local Territory: Development and Issues 173Sophie Gaujal10.1 Summary 17310.2 Introduction 17310.3 First stage (T1): an ordinary course that promotes reasoned geography 17410.4 Second stage (T2): generating spontaneous geography through a field trip 17510.5 Third stage (T3): articulating spontaneous geography and reasoned geography by the development of a sensitive postcard 17810.6 Fourth stage (T4): reformulations 18610.6.1 Overview 18610.7 Bibliography 187Case Study 2 Is the Rural Primary School a Hospitable School? Parents’ Point of View 189Benoit DejaiffePart 3 Educational Policies and Territorial Education Inequalities 203Introduction to Part 3 205Chapter 11 The Rural School, a Polysemous Object with Significant Societal Challenges? Current Research Contexts and Positions 207Angela Barthes and Yves Alpe11.1 Summary 20711.2 Introduction 20711.3 How the rural school became a research “problem” and subject 20811.3.1 The supposed “deficiencies” of the rural school and inappropriateness of educational policies 20811.3.2 Pedagogical and institutional responses to the supposed difficulties of rural students 21011.4 What research exists around the rural school problems? 21211.5 Current major research debates on rural schools 21511.5.1 The paradox of good rural academic results 21511.5.2. Can we still talk about the lack of ambition by rural students? 21611.5.3 Is there a “territory effect” on the educational performance and trajectories of rural students? 21611.6 Conclusion 21811.7 Bibliography 220Chapter 12 Relationships between Career Orientation and Territoriality: Elements of Theorization from Rural Mountain Areas 223Pierre Champollion12.1 Summary 22312.2 Introduction: historical reviews related to the general theme: “education and territory” 22412.3 Key components of the conceptual framework 22812.3.1 Educational inequalities, academic inequalities, career orientation inequalities 22812.3.2 Territory and territoriality: two related composite concepts 22912.4 The case of rural mountain area schools 23212.4.1 The initial question 23212.4.2 Main characteristics of the rural mountain area school 23412.4.3 Current developments: toward a gradual “deconstruction” of the historical specificity of the rural mountain area school? 23712.5 Approaches to the relationships between career orientation and territoriality 23812.5.1 Historical background and societal challenges 23812.5.2 Career orientation in rural mountain areas 23912.5.3 Adapting the school to the local context 24112.5.4 “Effects of territory”? 24312.6 Conclusions: main achievements of the research, pending issues, thematic continuity and elaboration and avenues for research 24712.6.1 Main achievements of the research 24712.6.2 Pending issues 24812.6.3 Thematic continuity and elaboration 24812.6.4 Toward a theoretical reappraisal? 25012.6.5 By way of proper “conclusion” 25112.7 Bibliography 252Chapter 13 Toward Convergences between Rural and Urban? Comparative Analyses of Educational Contexts and Social Representations in CM2 261Pierre Champollion13.1 Summary 26113.2 Introduction 26213.3 Problem and current developments 26213.4 Corpus and methodology 26513.4.1 Corpus 26513.4.2 Methodology 26713.5 Findings and analyses 26713.5.1 Contexts (cultural and family) 26713.5.2 Territorial social representations (of surrounding and remote territories) 27213.5.3 Perceived behaviors, assessed-projected performances and orientation–insertion projects 27513.5.4 General overview of section 13.5 28313.6 Provisional findings and research avenues 28413.7 Bibliography 286Chapter 14 The Inadequacy of French Rural School Public Policies 289Yves Alpe and Angela Barthes14.1 Summary 28914.2 Introduction 28914.3 Rural school contexts and recent research developments 29014.3.1 Age-old delay of the rural school and its poor image 29014.3.2 The reversal of trends from the 1990s: toward the observation of good academic performance of rural students 29114.3.3 What recent studies on the rural school apparently reveal: the end of rural student specificity? 29214.3.4 Rural students’ school projects are becoming less and less specific 29514.3.5 Rural students’ professional plans are no longer significantly marked by their territory of residence 29714.3.6 End of rural students’ attachment to their territory? 30114.4 End of rural students “specificity” and inadequacy of public education policies 30314.4.1 What the General Inspectorate’s reports said about rural schools 30314.4.2 Territorialized educational policies in view of rural developments 30414.5 Conclusion 30614.6 Bibliography 307Case Study 3 Comparison of Rural and Urban Area Girls’ Career Orientation at the End of Troisième 309Boris MeunierConclusion 319List of Authors 325Index 327