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1
Catalog
Éducation, mobilité, altérité. Les fonctions de médiation de l’école (version japonaise) (2015)
Le document ici présenté répond à une visée double : visée cognitive, dans la mesure où il propose un modèle simple - mais englobant - pour conceptualiser des choix de politique linguistique éducative centrés sur la mobilité des acteurs sociaux ; visée institutionnelle et politique, du fait que ce modèle et l’illustration qui en est donnée pour les contextes scolaires ne se limitent pas aux aspects didactiques et linguistiques. Ils engagent l’ensemble d‘un projet éducatif où la médiation, sous différentes formes, joue un rôle d’autant plus déterminant que des enjeux touchant à l’altérité et aux groupes sociaux s’avèrent décisifs dans ces premières décennies du XXIe siècle.
AVANT-PROPOS
PREMIÈRE PARTIE - UNE CONCEPTION D’ENSEMBLE : LA MÉDIATION ENTRE MOBILITÉ, ALTÉRITÉ, GROUPES SOCIAUX ET RÉSEAUX
1. Retour sur un parcours
4. Parcours scolaire et médiation
ELÉMENTS DE BIBLIOGRAPHIE
PREMIÈRE PARTIE - UNE CONCEPTION D’ENSEMBLE : LA MÉDIATION ENTRE MOBILITÉ, ALTÉRITÉ, GROUPES SOCIAUX ET RÉSEAUX
1. Retour sur un parcours
1.1. Rappel du modèle de base du CECR
1.2. La dynamique des instances de socialisation
1.3. Vers un modèle conceptuel inclusif
1.4. Diverses formes d’intégration
2. Mobilité, altérité, groupes sociaux et réseaux : concepts majeurs pour une conception d’ensemble
2.1. La mobilité de l’acteur social
2.2. Une conception étendue et relativiste de l’altérité
2.3. Les groupes comme espaces sociaux d’expérience et d’apprentissage
2.4. Spécificités et transversalités des situations
2.5. Réseaux
3. Médiation, compétences, cultures
3.1. D’une médiation à d’autres
3.2. Compétences et cultures
DEUXIÈME PARTIE - ÉCOLE ET MÉDIATION. MOBILITÉ, ALTÉRITÉ, GROUPES SOCIAUX ET RÉSEAUX À L’ÉPREUVE DE LA RÉALITÉ SCOLAIRE 4. Parcours scolaire et médiation
4.1. Mobilité et médiation
4.2. Altérité et médiation
4.3. Groupe et médiation
4.4. Le parcours éducatif
4.5. Les étapes du parcours scolaire : niveau 0 de la CITE (préélémentaire)
4.6. Le niveau 1 de la CITE (école élémentaire)
4.7. Le niveau 2 de la CITE (premier cycle du secondaire)
4.8. Le niveau 3 de la CITE (deuxième cycle du secondaire)
CONCLUSION ELÉMENTS DE BIBLIOGRAPHIE
Le document ici présenté répond à une visée double : visée cognitive, dans la mesure où il propose un modèle simple - mais englobant - pour conceptualiser des choix de politique linguistique éducative centrés sur la mobilité des acteurs sociaux ; visée institutionnelle et politique, du fait que ce modèle et l’illustration qui en est donnée pour les contextes scolaires ne se limitent pas aux aspects didactiques et linguistiques. Ils engagent l’ensemble d‘un projet éducatif où la médiation, sous différentes formes, joue un rôle d’autant plus déterminant que des enjeux touchant à l’altérité et aux groupes sociaux s’avèrent décisifs dans ces premières décennies du XXIe siècle.