Rural vs Urban Crossed Approaches: School and Territory Representations of Pupils at the End of Primary Education. Case Study of Drôme, France

• Published in: Sisyphus Vol. 3; no. 2
• Main Authors: Cécile dos Santos, Thierry May-Carle, Pierre Champollion
• Format: Journal Article
• Language: English
• Published: Universidade de Lisboa 01.12.2015
• Subjects: Language apprenticeship; Learning territory; Rural school; Social representation; Urban school
• DOI: 10.25749/sis.7890
• ISSN: 2182-8474

Learning, trajectories and social representations of pupils at the end of primary school (CM2) have often been the object of territorial analysis, both rural and urban. But, so far, few comparative studies have picked up on this subject. This is what began here: after twice characterizing the education of rural students in CM2 (in 2000 and 2012, in the context of longitudinal studies), in 2014 the Ardèche and Drôme researchers of the Observatory of Education and Territories (OET) proceeded to «survey» CM2 students from three schools-one in a «small town» (Privas), a downtown one in a «big city» (Valencia) and one in a «difficult neighbourhood» in a big city (Valencia once again)-in an attempt to explore and map out the future research that started in the spring of 2015. The very first «results» are presented in this article, which focuses on an ongoing experiment in the field of «educational planning» («didactique du territoire»).