Territorial Specificities of Teaching and Learning

Authors

  • Roser Boix-Tomàs University of Barcelona
  • Pierre Champollion ECP – Lyon, ESO – Caen and Université Joseph Fourier –Grenoble
  • António M. Duarte Universidade de Lisboa, Faculdade de Psicologia

DOI:

https://doi.org/10.25749/sis.7880

Keywords:

Territoriality, Multigrade, Rural education, Inclusive education, Education policy, Teaching strategies, Learning, Multigrade classroom, Language apprenticeship, Active-passive learning, Approaches to learning

Abstract

The links between education and territory are multiple and complex. No part of schooling can entirely free itself from the territorial context in which the school action plan is included: formal schooling, academic achievement, vocational orientation, didactics, pedagogy, etc. are all more or less according to the territories, more or less according to the educational systems concerned. Thus, the territory can have an external effect on school education as an impact factor, but can also be and/or intend to have a full educational role. It may also impact on  education as a whole, even a systemic impact as it is the case in some rural and mountain areas.

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Author Biographies

Roser Boix-Tomàs, University of Barcelona

Dean of the Faculty of Education at the University of Barcelona. Doctor of Science in Education, teacher at the Department of Teaching and Learning and Educational Organization, Passeig de la Vall d’Hebron 171, 08035 Barcelona, Spain. Her research areas are: rural education, multigrade teaching and teacher training. She has several publications about the topic. She was the coordinator of the international project «Effectiveness and quality of competence acquisition characterize the rural school: Can this model be transferred to other types of schools?». The research was founded by the Ministry of Education and performed from 2009 to 2014.

Pierre Champollion, ECP – Lyon, ESO – Caen and Université Joseph Fourier –Grenoble

is a former school inspector and deputy director of the IUFM Grenoble, Pierre Champollion is currently Research holder in the laboratory ECP Education, Culture, Policy (Education Sciences) and research associate in the laboratory ESO-Caen Spaces and Societies (geography). He chairs since 2009 the «Observatory Education and Territories», multidisciplinary research team (education sciences, sociology, geography). His personal research focuses on the issue of «education, territoriality and territory». Doctor of the University of Provence (Aix-Marseille1), holder of an authorization to supervise research obtained on the University Paul Valery (Montpellier3), he has published numerous articles and books on relations school—territory, rural and mountain including, question that remains little attention in educational sciences.

António M. Duarte, Universidade de Lisboa, Faculdade de Psicologia

is assistant professor in the Faculty of Psychology at the University of Lisbon and researcher in the Psychology Research Centre from the same university, performing teaching and research activities in the fields of educational psychology and psychology of art. He coordinates the «Research Program in Conceptions of & Approaches to Learning» (https:// sites.google.com/site/programainvestigacao/).

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Published

2015-12-29

Issue

Vol. 3 No. 2 (2015): Territorial Specificities of Teaching and Learning

Section

Introduction

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