No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Le partenariat comme déclencheur de la recherche participative dans un projet école-musée-famille pour/par le plurilinguisme
ResearchGate has not been able to resolve any citations for this publication.
John Dewey’Ethics is a paradoxical thought, both secularizing Moral theory and keeping a requirement of Ethics of Grown. On the one hand Dewey against Eudaemonism, utilitarianism and kantism, refuses any moral principles a priori. He advises an free analysis of problematic situations characterized by conflicting values . In such a contextualism, principles become mere tools of intelligibility and resolution of a problematic situation in which the actors are involved. Dewey also refuses the dualisms of moral tradition: the Hume’s rule, the gap between ends and means. Rejecting any idea of Moral Consciousness or Practical Reason as separate faculties, but also ethical Emotivism, he advises ethical debate, an act of common intelligence applied to live together. On the other hand, from Emerson’s tradition, he takes, through all his writings, that life is education, grown, moral perfection. The requirement of grown’ethics is, for him, a counterweight to the secularization of morality. What about this articulation between moral minimalism and maximalism of ethics?
The theoretical locus of our research is professional didactics: among other goals, we strive to understand what a teacher may learn from the analysis of his or her own professional activity. We approach the issue by attempting to specify the type of collaboration that we might suggest to two professional teachers for the subsequent analysis of their work. Such a collaboration embraces both research and training issues: its goal is to allow the professionals to analyze their behavior subjectively during a debate that they conducted for themselves and not in reference to a model of standard practice. The comparison of these interviews in which each participant – Ch, a teacher with six years of experience and Pl, a professional considered to be an expert (a pedagogical counselor) – “explains” himself or herself to the other allows them to measure how and to what extent the temporal dimension of experience is operative for the subjects themselves (as well as for their students). In this way, the length of experience is articulated with the time required to transform experience into explicit knowledge. Ch is concerned with managing the effect of her conduct in the classroom in relation to his intentions, while Pl exhibits the need to formalize his knowledge-based experience. The comparative use of video and the researcher’s analysis of transcripts of the debate session demonstrates that the professionals admit that the analysis of the session the researcher proposed to them as a framework for conceptualizing their practice proved to be a richer critical tool than using only the video
"When artists train teachers. Review of Anglo-Saxon research". Much research has focused on the impact of artists’ interventions on students as well as on teachers. The review of research literature reveals different themes bearing on the professional development of teachers: learning to collaborate, developing artistic expertise and new pedagogical practices. The article describes the conditions required for the professional development of teachers in a partnership context with artists, the impacts of classroom artist practices on this development, and various artist-led training programs.
De nombreuses recherches portent sur les impacts des interventions d’artistes sur les élèves mais aussi sur les enseignants. La recension de la littérature de recherche fait émerger différentes thématiques qui relèvent du développement professionnel des enseignants : l’apprentissage de la collaboration, le développement d’une expertise artistique et de nouvelles pratiques pédagogiques. L’article décrit les conditions nécessaires au développement professionnel des enseignants en situation de partenariat avec des artistes, les impacts des pratiques des artistes en classe sur ce développement et divers programmes de formation animés par des artistes.
Despite school-community partnerships having much potential to provide educational organisations with authentic teaching and learning opportunities through community-based action projects, they remain under-utilised largely due to the structural constraints and pressures faced by teachers. This study helps fill a gap in scholarly discourse about the specific ways in which school-community partnerships can effectively be developed by providing an in-depth account of an 18-month pilot project with the aim to develop a conservation education program (Kids Greening Taupō) through a partnership structure in Aotearoa New Zealand. An evaluation of the pilot project was conducted using an ethnographic approach, which sought stakeholder perspectives about the program's developmental process through an interpretive lens. Qualitative data were collected through participant observation, semi-structured interviews and document analysis, and then thematically analysed. The findings provided in this article illuminate stakeholder insights and perspectives about the structures established and processes utilised over the three broad stages of program planning, implementation and maintenance, and the resultant environmental initiatives and programs. Through this study, a Collaborative Community Education Model has emerged that may serve as a potential framework or starting point for those interested in creating a new school-community partnership or to modify an existing one.
Cette contribution liée au projet européen Romtels ERASMUS+ vise à problématiser les types de médiation à l’œuvre dans ce projet à partir de données collectées lors d’activités pédagogiques associant des élèves roms et leurs parents. L’expérience a été menée dans une démarche « d’enquête » qui permet l’utilisation des langues des élèves comme une ressource pour la résolution de tâches. L’approche linguistique retenue (« translanguaging »), les acteurs impliqués (élèves, enseignants et parents), les contextes d’élaboration et d’application (classe et musée) ainsi que les supports artistiques et numériques utilisés (tableaux et banque de données linguistiques) ont permis de faire émerger une réflexion sur les enjeux de la médiation notamment aux niveaux (inter)culturel et identitaire. Le présent article problématise, d’une part, le musée et l’œuvre d’art comme instruments de médiation (inter)culturelle et, d’autre part, le rôle d’(auto)médiation parentale dans la construction d’identité de parents d’élèves rom.
Situated in the highly multilingual context of Vancouver, this article discusses aspects of a collaborative research project, intertwining the development of language awareness and scientific, technological, and multilingual literacies in a science centre environment. Participants were multilingual, kindergarten-aged children who attended an interactive, activity-based science educational program in a local science centre and participated in writing activities in a nearby community centre. The article will discuss the science centre as a transformative learning environment to harness cultural and linguistic diversity, a vital resource to simultaneously develop language awareness, and science knowledge. Multimodal data sources include visual documentation of the linguistic landscape at the science centre, as well as photographs, video recordings and field notes of children working individually or in small groups, and a selection of the products children created.
The Uses of Reflexivity in the Participatory Enterprise. An Identity Issue with Practical, Theoretical and Market-Oriented Implications
This paper, based on our experiences of reflective practitioners, discusses both the uses and the purposes of reflexivity in the field of participatory democracy. Various kinds of uses can be categorized depending on actors and contexts. They constitute a resource—framed, conditioned and restricted—both for skilled and research workers. Uses of reflexivity constitute identity issues for some practitioners of participatory democracy with practical, theoretical and market-oriented implications. The focus is on practitioner-researchers who are service providers for contracting authorities that promote participatory devices. By concentrating on these actors, who have intermediary positions as spreading agents or influential outsiders, we adopt a mirror that is, despite being magnifying and distorting, a valuable indicator of the links between practice, business and research in the field of participatory democracy. From our experiences and observations as practitioners, it seems that these patterns of reflexivity engender shapes of claims of scientific legitimacy, of adaptability and of exteriority, which are used by actors for showing and demonstrating their ability. However, these postures are partly contradictory with the business requirements and questions remain regarding the nature of this bounded reflexivity. Its uses can be classified under one of the two poles of a continuum: a narcissistic reflexivity that is its own justification; and an analytical reflexivity, critical or normative, whose aim is to deal with the root issues of participatory democracy.
Artistic and Cultural Education, due to its twin origins, the one militant and the other institutional, and also because of its cross-ministerial dimension, is built around both shared goals and shared tensions which have never really been resolved. Although there ex¬ists nowadays a national and international consensus regarding a possible framework for developing top quality artistic education, there remain strong disagree¬ments about its end goals, the ways to implement it, the role of artists and teachers and finally about what kind of “model” should be chosen. Moreover Artistic and Cultural Education seems to be rather vague and unstable in form, all the more so since the range of artistic and cultural genres which it comprises, stretching from contemporary art to archeology, all rely on different modes of transmission. We need to examine how different and even opposing models bearing a common name combine or confront each other and how these evolve with time and due to institutional reforms. On the other hand, the clash between the aesthetic and the democratic dimensions involved may well appear to be decisive, irrespective of the period or the context.
L’objectif de cet article est d’analyser comment le «cas limite» du praticien-chercheur, en recherche sur son terrain professionnel, cristallise un ensemble de questionnements épistémologiques, éthiques et de méthode sur la recherche qualitative. L’implication du praticien-chercheur amène à questionner les formes de reconnaissance et d’évaluation de la subjectivité de tout chercheur. Sa difficulté à se situer dans une typologie/topographie des formes de recherche interpelle le monde de la recherche, sur le lien et la démarcation entre le monde scientifique et le monde professionnel, sur les processus et les cycles ’innovation, de diffusion et de recherche, sur la déclinaison des formes de recherche et des parcours de formation supérieure. Sont évoquées aussi les distorsions entre formes et statuts du processus et du produit de la recherche.
his article presents and studies an approach to research, innovation and professional training of teachers. Teaching practice in a context of creativity and collaboration between pupils can be clearly differentiated from traditional teaching models and consequently from teacher education. Centred on the thematic range of lessons, several examples show the possible difference between what a student-trainee may predict and what actually happens. This type of activity provides an opportunity to build professional skills while undertaking the three complementary roles of ‘student-trainee’, ‘novice researcher’ and contributors on teachers’ practices needed to guide a creative classroom activity.
Researchers and educational leaders have long debated the appropriate roles and forms of family engagement in education. Although in recent years scholars have sought to understand how racially and linguistically diverse communities should participate in their children's education, the field has struggled to recognize and engage families' expertise and disrupt the dynamics of inequity that shape disengagement. In this conceptual paper, we highlight recent understandings regarding the development of disciplinary identities and cultural practices in learning to offer new approaches to the field of family engagement for conceptualizing the untapped potential of nondominant family knowledge and cultural practices in learning settings. By highlighting examples from mathematics learning that center families as legitimate sources of knowledge, we suggest avenues for engaging diverse family leadership in co-designing equitable learning environments that empower students' disciplinary identities and learning.
The purpose of this article is to give an insight into interculturality and practices of intercultur-al education by a group of partners before and after having participated in the development of a project on intercultural education. The group was formed of 12 people representing different institutions in the community, namely primary schools, associations and the local council. Data were collected via an initial and a final interview, carried out individually with each of the partners. The answers given by the partic-ipants in the initial interview showed that, although they believe in the importance of implementing intercultural education, there was some initial ambiguity and indefiniteness in the representations of what this concept really means and sometimes interculturality is merely and restrictively associated with multiculturality. In the final interview, the partners stated that their representations of these con-cepts changed after participating in the project, thus helping them to differentiate between both. They also mentioned that their participation was an opportunity for rethinking and improving their work practices concerning intercultural education. © 2012 International Association for the Improvement of Mother tongue Education.
In this contribution, the authors use educational ethnography to examine an educators' efforts to incorporate linguistic and cultural diversity in his daily teaching in a french elementary school (grades 2 and 3) in british columbia. the study, which uses a combination of data (ethnophotography, video-recording of classroom interactions, in-depth interviews, samples of children's work) shows how one teacher uses his students and their families' various experiences and funds of knowledge as bridges for learning in their french classroom. The contribution discusses principles of a language education that fosters diversity as an asset for learning, and the role of collaborative research in teacher-training.
Collaborative research
This position paper provides an understanding of the foundations of collaborative research, its present development, its diffusion and finally its challenges. The writers all acknowledge their indebtedness to Dewey’s pragmatism and conceive of the functioning of human groups, as does Lewin, creator of the notion of “action research”, as based on tolerance and demo-cracy. Still marginal in France these studies are very popular in Quebec. Their accreditation by international organisms gives them a potential for the development of individual and collective professionalisms and sees them as a lever for the development of learning organisations. The article first identifies the problems and issues that characterise collaborative research studies and thus highlights the tensions in the field. It then evokes, as in Lenoir’s work (2012), the characteristics and trends allowing a more precise identification on collaborative research between study-action and partnership research. Finally, the article moves onto epistemological ground to discuss the relationships between scholars and professionals as well as the kind of knowledge these studies can produce.
Ce guide de recherche s'adresse avant tout aux étudiants apprentis-chercheurs. Il leur présente l'ensemble des repères fondamentaux pour élaborer, réaliser, diffuser des connaissances par un processus de recherche scientifique en didactique des langues et des cultures : repères épistémologiques et théoriques (qu'est-ce un projet de connaissance scientifique à propos de l'enseignement-apprentissage des langues et des cultures ? Comment élaborer un projet de recherche ?), repères méthodologiques (qu'est-ce qu'une méthode de recherche scientifique ? Comment élaborer une méthode pertinente ? Comment susciter, traiter, analyser, interpréter l'information ?), repères disciplinaires (quels sont les principaux axes de recherches en didactique des langues et des cultures aujourd'hui ? quels grands types de recherches sont menés ?), repères expérienciels (comment d'autres ont-ils mené des recherches dans ce domaine et à ses frontières interdisciplinaires ?). Dès lors, cet ouvrage apportera probablement aussi aux chercheurs confirmés, spécialisés dans d'autres domaines, une information sur ce champ de la recherche et sur l'état des connaissances en didactique des langues et des cultures.
This article reports on a qualitative case study involving pedagogical innovations grounded in culturally and linguistically inclusive approaches to curriculum. In this project, kindergarten children were supported in collaboratively authoring Dual Language Identity Texts. Our findings suggest that as family and teacher conceptions of literacy were extended beyond traditional monolingual print-based literacy, home literacies associated with complex transnational and transgenerational communities of practice were legitimated through their inclusion within the school curriculum. This process invited family members to take up roles as expert partners in children's biliteracy development. Further, conditions were fostered for parents to consider and articulate their beliefs and values vis-à-vis their children's multiliterate practice and participation within these multiple, transnational communities.
Le choix de la littérature et des arts comme support d’apprentissage du français langue seconde aux élèves nouvellement arrivés en France (ENAF) a été l’objet d’étude et d’expérimentation d’un groupe d’élaboration de ressource (GER) initié par le CASNAV de l’académie de Montpellier, département du Gard et piloté sur le plan scientifique par Nathalie AUGER, Maître de conférence en sciences du langage à l’université Paul Valéry de Montpellier. Ce projet conduit de septembre 2004 à juin 2006 pourrait sembler une gageure. En effet, comment un élève maîtrisant peu une langue cible, ici le français, pourrait d’une part participer pleinement aux activités spécifiques d’une discipline d’enseignement autre que le français et d’autre part, quelle serait l’efficacité de domaines disciplinaires comme support d’apprentissage intensif du français comparée à d’autres approches plus répandues ?
Journey maps are graphical and textual representations that intend to outline an experience over time with a product, a system or a service (Kalbach 2016). In this article, we first describe how this visualization tool is used in interaction design. Secondly, through two case studies, we describe two innovative ways of using this tool. In the first case study, we present the pedagogical journey map, a journey mapping approach meant to be used by teachers as a collaborative design tool to support the creation of pedagogical activities. In the second case study, we introduce the project planning journey map, used as both a prospective and retrospective project planning tool to help student designers plan and reflect on their design process. This paper is meant to support the use of the journey map as a prospective design method by academics and practitioners (from fields such as interaction design, user experience design, prospective ergonomics, education, and engineering) addressing issues related to the design of innovative products and services.
This paper examines how elementary teacher candidates experience Family Math and Science Nights with culturally and linguistically diverse children and families. Weekly reflections were analyzed using Gay’s (2002, 2013) Culturally Responsive Teaching framework to highlight the process of enacting and thinking in key areas: (1) Changing attitudes and beliefs, (2) Leveraging culture and difference, (3) Grappling with resistance, and (4) Improving pedagogical connections. An action-oriented focus underscores that teacher candidates need multiple rounds of practice to disrupt traditional notions of teaching and move towards cultural responsiveness. Findings suggest the importance of repeated practice, context, and focused guided reflection.
Effective partnerships betwen parents, teachers and the community have universally been heralded as crucial to improving young Indigenous Australians' participation in early childhood education and their literacy development. This study of one remote preschool setting identifies the features that successfully framed family- school and community-led partnerships there. Our account is based on reported experiences with Parents and Learning (PaL), a long-established program, and Mums n Bubs, a recent initiative in the community preschool. Mothers said they felt empowered when equal value and respect were accorded to them as key participants in what we have described as a 'yarning space'. This was a jointly constructed space and an intercultural strategy centred on the preschool where everyone listened carefully and respectfully to each other, helping to build and lead a literacy learning community. The co-researchers were privileged to be invited into this space to hear the mothers speak with pride of their achievements.
Traduction réalisée par l'équipe de GRAPPHIC sous la direction de J.-P. Cometti.
The Partnerships between schools and cultural institutions: passing between the culture of children, of art and of schooling?
Firstly, the article questions the forms of work and the types of interactions between key persons in schools and in cultural and artistic institutions. These partnerships are categorised as “processes of social experiences.” This notion, borrowed from Françoise Buffet, indicates a three-way relationship between schools and museums characterised by a transactional economy, an organisational economy and a relationship economy. The research presented in this article shows that working in partnership cannot be confined to the transmission of contents because it is made up of meetings, routes, and a range of wishes and choices.
Secondly, the article seeks to improve the understanding of the place of young people as partners and actors in their own learning, by revisiting the roles and places that adults attribute to young people in these partnerships. In the idea of “social experiences” and the sharing of a professional culture, the author puts forward a model of participative and cooperative partnership between museum staff, teachers, young people artists, and experts that are able to engage in a research process.
Cet article rend compte des spécificités d'un parcours de thèse CIFRE en sciences sociales
Science of the Science of the State. The Perturbation from the Embedded Researcher : an Epistemological Dilemma
The article further develops the reflections on the renewal of inquiry methods in line with the contemporary transformations of research policies. Comparing three contrasting research experiences, it details the heuristic value of our reflexive engagement in the State reform. Observant participation and ethnopraxy grants direct access to the reform machinery, and depart from scholastic approaches of public policies. Above all, they inquire about the disturbances that we create on the ground as embedded researchers. As the researcher can never become a genuine native, he necessarily makes blunders, gaffes, perturbations whose analysis can prove fertile for a science of the science of the State.
Résumé
Cet article a pour but d'établir les bases conceptuelles de l'approche collaborative de la recherche en éducation, plus spécifiquement celle qui réunit chercheurs universitaires et praticiens enseignants autour d'un questionnement lié à l'exercice de la pratique. Trois énoncés viennent structurer cette conceptuali- sation: 1) l'approche collaborative suppose une démarche de coconstruction entre les partenaires concernés; 2) elle joue sur deux registres à la fois, soit celui de la production de connaissances et celui du développement professionnel des praticiens; 3) elle contribue au rapprochement, voire à la médiation entre communauté de recherche et communauté de pratique. À l'horizon de ces trois énoncés se profile une vision socioconstructiviste du « savoir » à développer, et cela, à partir d'une démarche collective d'interprétation où théorie et pratique sont constamment mises en relation.
This paper underlies the importance of the museum and the international scientific partnership for the promotion and valorisation of regional cultural heritage, as a condition for developing greater awareness of civilizational framework of cultural inheritance at the global level. The goal of the action research that was carried out in parallel in Italy and Serbia and involved 170 children, was to devise, realize and evaluate an educational programme that would bring museums closer to children. Reflexivity and triangulation were used in this research endeavour based on constructivist theoretical framework. The data were collected by means of participatory observation protocol, children's artworks, audiovisual transcripts and working sheets. Upon reflection about the activities carried out and the data collected, the authors of this paper, as participants in the research, are able to validate several important roles of the museums, as the place that facilitates the development of an awareness of cultural heritage of one's own country, skills and capabilities, social and individual construction of meaning, as well as the development of an international partnership. Research findings confirm that the field of qualitative educational discourse offers museums a respectable future in terms of linking theory and practice. In other words, museums will make possible a closer application of scientific results with the purpose of improving educational practice. Details of the exhibition of children's work in the Diocesan Museum and the Gallery of Matica Srpska are appended. (Contains 2 footnotes.)
La recherche-action-formation comme noeud de la professionnalité enseignante ? Le cas des enseignants de l'éducation nationale française en Amérique du Nord
- S Beaumont
- D Moore
Beaumont, S. & Moore, D. (2020). La recherche-action-formation comme noeud de la
professionnalité enseignante ? Le cas des enseignants de l'éducation nationale française en
Amérique du Nord. Dans Actes du IV e colloque international, Former et développer l'intelligence
professionnelle. Sherbrooke, 94-103.
L'éducation interculturelle par le biais des musées : revue de littérature
- C Charalampopoulou
Charalampopoulou, C. (2013). L'éducation interculturelle par le biais des musées : revue de
littérature. Dans Congrès de l'Actualité de la Recherche en Éducation et Formation. Montpellier.
Disponible à : https://hal.archives-ouvertes.fr/hal-01903145.
School, Family, and Community Partnerships : Caring for the Children We Share
- J Epstein
- J L Epstein
- M G Sanders
- B S Simon
- K C Salinas
- N R Jansorn
- F Van Voorhis
Epstein, J. (2002). School, Family, and Community Partnerships : Caring for the Children We
Share. In Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F.
Supporting teachers with diversity-plus competencies for working with culturally, linguistically, and racially diverse students, families and communities
- G Li
- J Anderson
- W Carr
- J Hare
Li, G., Anderson, J., Carr, W. & Hare, J. (2018). Supporting teachers with diversity-plus
competencies for working with culturally, linguistically, and racially diverse students, families
and communities. Journal of Family Diversity Education, hors série 3(1), 1-91.
Recherche collaborative à l'école maternelle et socialisation plurilingue. Revue Diversité, La Recherche En Éducation. Vers de Nouvelles Interfaces
- M.-C Simonin
- N Thamin
Simonin, M.-C., & Thamin, N. (2018). Recherche collaborative à l'école maternelle et socialisation
plurilingue. Revue Diversité, La Recherche En Éducation. Vers de Nouvelles Interfaces, 192, 131-136.
identifie 6 types de participation par degrés croissants d'investissement : 1) rôle parental ; 2) communication ; 3) volontariat ; 4) apprentissage à la maison ; 5) prise de décision
- Epstein
Epstein (2002) identifie 6 types de participation par degrés croissants d'investissement : 1) rôle
parental ; 2) communication ; 3) volontariat ; 4) apprentissage à la maison ; 5) prise de décision ;
nous avions prévu cette réunion pour le 9, au MUMI, mais, comme il y avait peu de confirmations, j'ai décidé de la reporter à ce vendredi
- Au
« Au départ, nous avions prévu cette réunion pour le 9, au MUMI, mais, comme il y avait peu
de confirmations, j'ai décidé de la reporter à ce vendredi ».
CdF étaient allés à l'école, elle a commenté le projet et transmis mon contact, car ils avaient montré de l'intérêt
- Ceux
« Ceux du CdF étaient allés à l'école, elle a commenté le projet et transmis mon contact, car ils
avaient montré de l'intérêt ».
« Science de la science de l'État : la perturbation du chercheur embarqué comme impensé épistémologique
- T Alam
- M Gurruchaga
- J Miel
Alam, T., Gurruchaga M., & O'Miel, J. (2012). « Science de la science de l'État : la perturbation du
chercheur embarqué comme impensé épistémologique. » Sociétés contemporaines, 87, 155-173.
La sagesse de l'ethnologue. Paris, L'œil neuf
- M Agier
Agier, M. (2004). La sagesse de l'ethnologue. Paris, L'oeil neuf.
« Intersubjectivité et interculturalité. Une enquête sociolinguistique sur l'apprentissage du français par le théâtre
- N Auger
Auger, N. (2001). « Intersubjectivité et interculturalité. Une enquête sociolinguistique sur
l'apprentissage du français par le théâtre ». LACIS Subjectivités, Singularités, Cultures, n°3, 95-117.
Ministère de l'Éducation nationale et Ministère de la Culture (dir.), Évaluer les effets de l'éducation artistique et culturelle
- A Bamford
Bamford, A. (2008). « Mesurer l'impact : Recherche(s) en éducation artistique et culturelle ». Dans
Ministère de l'Éducation nationale et Ministère de la Culture (dir.), Évaluer les effets de l'éducation
artistique et culturelle. Paris, La Documentation française, Centre Pompidou.
« La recherche collaborative. » Carrefours de l'éducation
- N Bednarz
Bednarz, N. (2015). « La recherche collaborative. » Carrefours de l'éducation, n°39, 171-184.
La linguistique de terrain : méthode et théorie. Rennes, Presses universitaires de Rennes
- P Blanchet
Blanchet, P. (2012). La linguistique de terrain : méthode et théorie. Rennes, Presses universitaires de
Rennes.
« Comment achever une œuvre ? Travail et processus de création » Introduction
- P-M Menger
Menger, P-M. (2019). « Comment achever une oeuvre ? Travail et processus de création »
Introduction, Cours au Collège de France. Disponible à : https://www.college-de-france.fr/site/
pierre-michel-menger/course-2018-2019.htm.
Le corps, la voix, le texte, arts du langage en langue étrangère
- G Pierra
Pierra, G. (2006). Le corps, la voix, le texte, arts du langage en langue étrangère. Paris, L'Harmattan.
« Objectivité en sciences humaines
- J.-P Pourtois
- H Desmet
Pourtois, J.-P. & Desmet, H. (2009). « Objectivité en sciences humaines » dans Mucchielli A. (éd.)
« Le projet artistique : une puissance maïeutique de la compétence langagière. » LIDIL N°57 Démarches créatives, détours artistiques et appropriation des langues
- M Sérusclat-Natale
- M Adam-Maillet
Sérusclat-Natale, M. & Adam-Maillet, M. (2018). « Le projet artistique : une puissance maïeutique
de la compétence langagière. » LIDIL N°57 Démarches créatives, détours artistiques et appropriation des
langues. Disponible à : https://journals.openedition.org/lidil/4908.