Jérôme Mbiatong

Jérôme Mbiatong
Université Paris-Est Créteil Val de Marne - Université Paris 12 | UPEC · Département des sciences de l'éducation et sciences sociales (SESS)

Doctor of Philosophy

About

24
Publications
436
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Citations
Introduction
Jérôme Mbiatong currently works at the Département des sciences de l'éducation et sciences sociales (SESS), Université Paris-Est Créteil Val de Marne - Université Paris 12. Jérôme does research in Qualitative Social Research, Pedagogic Theory, adult education, training design, professionnal development, intercultural issues in education and social development and Comparative Education. His current projects are Mainstreaming intercultural competences into education projects, Inclusive education and social support to tackle inequalities in society.
Additional affiliations
September 2012 - May 2016
Université Paris-Est Créteil Val de Marne - Université Paris 12
Position
  • Bachelor programme coordinator
September 2012 - present
Université Paris-Est Créteil Val de Marne - Université Paris 12
Position
  • Lecturer
Description
  • Senior lecturer in education. His teaching and research interests include intercultural learning, informal/experiential learning processes, adult training, training development, learning in the workplace and the professional development that ensues.

Publications

Publications (24)
Article
La notion de « savoir d’expérience » trouve ses origines intellectuelles dans les travaux de Dewey, Lewin et Piaget. Elle voit le jour à la faveur de la mise en exergue dans la deuxième moitié du xixe siècle du terme « expérience ». Ce terme devient une notion-clé de la phénoménologie et de la sociologie de la modernité. Le courant pragmatiste en p...
Article
Full-text available
What type of device is it still to be invented for the effective integration of people with low qualification level? What can objectively be done to ensure that insertion devices and measures of insertions no longer produce exclusion? Are the solutions not to be found in the practices themselves? Research studies in Educational Science on this issu...
Chapter
The objective of this chapter is to demonstrate the methodology of a qualitative study of religious beliefs and values as part of identities of mothers of young children. The place of mothers’ own worldviews and faith as part of their identities is crucial in understanding ways they develop and undergo changes and how their religious or non-religio...
Article
Institutionnellement inscrite dans le champ du travail social, l’insertion sociale et professionnelle renvoie à une conception de l’insertion selon laquelle l’insertion sociale est préalable sinon concomitante à l’insertion professionnelle. Il est difficile de définir ce terme sans revenir à la signification qu’il prend au moment de son émergence....
Article
Étymologiquement, l’ethnométhodologie est la science des ethnométhodes, c’est-à‑dire des méthodes que les membres d’un groupe utilisent pour donner sens et en même temps accomplir leurs actions de tous les jours, communiquer, prendre des décisions, raisonner. L’ethno-méthodologie cherche à comprendre le monde social tel qu’il est perçu par ceux qui...
Chapter
Alors qu’au sein des sciences exactes, on peut identifier de manière précise les connaissances et savoirs que produisent les chercheurs, dans les sciences humaines et sociales il est beaucoup moins évident de nommer les produits auxquels aboutissent les chercheurs. Le champ de la recherche en sciences de l’éducation est caractérisé par une multitud...
Article
Full-text available
Alors qu’au sein des sciences exactes, on peut identifier de manière précise les connaissances et savoirs que produisent les chercheurs, dans les sciences humaines et sociales il est beaucoup moins évident de nommer les produits auxquels aboutissent les chercheurs. Le champ de la recherche en sciences de l’éducation est caractérisé par une multitud...
Chapter
Des courants internationaux de recherche en sciences sociales et humaines s’intéressent aux rapports complexes qui façonnent les liens entre praticiens, citoyens, usagers, acteurs politiques et chercheurs (Freire, 1973; Dubost, 1984 ; Levy, 1985 ; Kohn, 1986 ; Fals Borda, 1987 ; Pineau, 1995 ; Barbier, 1996 ; Desgagné, 1997 ; Wenger, 1998 ; Galvani...
Article
Research in human and social sciences: multidimensional challenges and hardship This paper examines how the fieldwork challenges and the structural obstacles fundamentally impact the process of research in Human and Social Sciences in particular. Beyond the question of the confrontation of the researcher to the persistent and disturbing realities o...
Article
Full-text available
One of the most serious problems France faces today is the rise in the number of people with literacy needs since the 1990s, a problem that was declared a great national priority in 2013. Many professionals strive honestly to mend the rupture between these people and society, but it appears that the majority of strategies and programs being impleme...
Article
Les personnes dites de bas niveau de qualification (BNQ) constituent une part significative des publics touches par l’eloignement du travail et la precarite professionnelle. En France en 2009, sur un taux de chomage moyen de 9,1 %, celui des ouvriers non qualifies est de 19,9 % et represente un taux 5,3 fois plus eleve que celui des cadres. Bien qu...

Projects

Projects (4)
Project
ISOTIS is a collaborative project funded by the European Union within the Horizon 2020 program, which includes 17 partners and 11 countries. The project started in January 2017, and will continue until December 2019. ISOTIS aims to contribute to effective policy and practice development at different system levels in order to effectively combat early arising and persisting educational inequalities. ISOTIS addresses actions at the levels of parent and family support, curriculum and pedagogy development, professional development, inter-sectoral services coordination, and education policy. http://www.isotis.org/
Project
This project will allow structures to meet the needs of people with mental health disabilities in terms of employement and professional inclusion. The project has two specific target groups: social service providers supporting people with mental disabilities, and people with mental health disabilities themselves. The aim of the project is to exchange the best practices. https://www.valdemarne.fr/vivre-en-val-de-marne/informations/projet-europeen-above-pour-favoriser-lemploi-des-personnes-avec-un-handicap-psy
Project
This project intends to mainstream intercultural competences so as to help students in education and social interventions to become cultural-sensitive professionals. More specifically, our objectives are: 1. To facilitate the transformation of acquired knowledge and theory into skills and competences applicable on the field for students of education / training/social intervention 2. To valorise pedagogical innovations especially in the field of interculturality 3. To integrate an intercultural approach into educational and social intervention projects in their planning, their implementation and evaluation 4. To develop ICT based learning tools that enhance the sharing and collaborative development of practices in educational projects.