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Artykuły w czasopismach na temat "Apprentissages militants"
Doidy, Éric. "Chapitre V. La gestion civile et civique des émotions. Apprentissages politiques pratiques dans les collectifs militants". Débats Jeunesses 20, nr 1 (2007): 127–48. http://dx.doi.org/10.3406/debaj.2007.975.
Pełny tekst źródłaBarrault, Lorenzo. "Former de bons représentants. Les apprentissages militants formels et informels au sein d'une association de parents d'élèves". Les Sciences de l'éducation - Pour l'Ère nouvelle 47, nr 1 (2014): 95. http://dx.doi.org/10.3917/lsdle.471.0095.
Pełny tekst źródłaSimonpoli, Nicolas. "Des cégétistes en Sorbonne". Sociétés contemporaines N° 129, nr 1 (9.11.2023): 107–36. http://dx.doi.org/10.3917/soco.129.0107.
Pełny tekst źródłaSimonpoli, Nicolas. "La valeur de l’autodidaxie militante". Les Études Sociales 176, nr 2 (21.03.2023): 147–68. http://dx.doi.org/10.3917/etsoc.176.0147.
Pełny tekst źródłaQuéniart, Anne, i Julie Jacques. "Trajectoires et sens de l’engagement chez les jeunes militantes féministes". Cahiers de recherche sociologique, nr 37 (28.04.2011): 105–30. http://dx.doi.org/10.7202/1002320ar.
Pełny tekst źródłaLyons, Martyn, i Pauline Baggio. "La culture littéraire des travailleurs: Autobiographies ouvrières dans l’Europe du XIXe siècle". Annales. Histoire, Sciences Sociales 56, nr 4-5 (październik 2001): 927–46. http://dx.doi.org/10.3406/ahess.2001.279994.
Pełny tekst źródłaLyons, Martyn, i Pauline Baggio. "La culture littéraire des travailleurs: Autobiographies ouvrières dans l’Europe du XIXe siècle". Annales. Histoire, Sciences Sociales 56, nr 4-5 (październik 2001): 927–46. http://dx.doi.org/10.1017/s039526490003331x.
Pełny tekst źródłaLafortune, Jean-Marie, i André Antoniadis. "Variations nationales dans les formations à l’animation et leurs impacts sur le statut des animateurs : filières universitaires, apprentissages professionnels en entreprise et autoformation par l’action militante". Revue internationale animation, territoires et pratiques socioculturelles, nr 4 (7.03.2019): i—iii. http://dx.doi.org/10.55765/atps.i4.225.
Pełny tekst źródłaBenidir, Mohammed. "Ce que l’extractivisme fait aux eaux souterraines au Maroc". EcoRev' N° 54, nr 1 (26.06.2023): 29–49. http://dx.doi.org/10.3917/ecorev.054.0029.
Pełny tekst źródłaRozprawy doktorskie na temat "Apprentissages militants"
Argibay, Camilo. "De l’amphithéâtre à l’hémicycle ? Socialisation au métier politique et réseaux militants des dirigeants étudiants de la MNEF (1962-1986)". Thesis, Lyon 2, 2011. http://www.theses.fr/2011LYO20107.
Pełny tekst źródłaThis thesis analyses the political entrance of the leaders of the French national student health care insurance (MNEF). This organisation was in charge of student social security, lead by elected students. During the 1960s and 1970s, the engagement of the organisation's leaders became more and more political. Their activist and professional activities constitute a specific form of socialisation as they are integrating new know-how and internalize representations that are very similar to political knowledge. The transfer of this activist capital into political one is at the heart of this thesis. Transfer is made possible by configurations of actors in which the worlds of the student representation and political parties are strongly intermingled. Social networks analysis allows us to objectify this configuration and to place them in their historical context. Interpenetration is much stronger in the 1970s and 1980s than in the 1960s. During these two decades, one leader of the MNEF out of two enter the field of politics, either has an elected representative or cabinet member. The analysis of the commitment of these student activists provides useful general information about the entrance into politics as a process
Carrier, Jean-Pierre. "Télévision et apprentissages scolaires : Téléscope, une revue militante". Paris 8, 1997. http://www.theses.fr/1997PA081216.
Pełny tekst źródłaMaking television part and parcel of school-learning remains a problem to-day. The gap is still too large between the world of the teacher and that of television. Accepting the cognitive function of television which alone can justify its pedagogical value, is therefore one of the main elements to allow the setting-up of television broadcastings which can serve as tools for school-learning. If we want teaching techniques which incorporate television to be generalised at all levels in our school system, there must be training-sessions affecting the largest number of teachers. Such is the original attempt of the magazine telescope. First it shows that certain broadcasts can indeed be used in a class context. The selective attitude of the review results in the emergence of a teachers'television, characterised by turning down prime-time private channels broadcasts which essentially focus on entertainment. Then it develops a television criticism serving to mould the viewers perspective and to have a professional dimension by acquainting teachers to elements of knowledge which can be derived from such broadcasts. Lastly, it sets up a model for a television pedagogy. This model however, remains very contradictory. Indeed, it both offers 1) a pedagogy of television which could become part of a general programme of media education, and a pedagogy via television which calls upon a structured conception of teaching processes ; 2) it also proposes to incorporate such learnings in school subjects and syllabuses with the possibility of acquiring related skills ; 3) new teaching techniques which also take into account the structure and composition of our school system. If such contradictions are not solved in the completion of the telescope- project, the review however, remains a major meeting-point for both teaching staff and television people and thus it helps, in a militant manner, to acknowledge the cognitive function of television and its usefulness in the fulfilment of school learning
Marty, Laurence. "Apprendre et lutter au bord du monde : récits de mouvements pour la justice climatique en France et en Europe (2014-2017)". Electronic Thesis or Diss., Paris, EHESS, 2021. http://www.theses.fr/2021EHES0143.
Pełny tekst źródłaThis dissertation focuses on the French and European movements against climate change and on the tensions that characterize them: what does it mean to fight when the scale of the disaster, the sense of urgency and the feeling of powerlessness prevail? How does one keep fighting in a world in rubble, which we do not believe we can save anymore? And how do we do so when we know that we belong to the countries responsible (historically and still today) for the unprecedented environmental disruptions that are happening to us? This ethnography explores the actions of activists and collective groups in the preparation of the mobilizations that took place around the COP21 (Paris, December 2015). It examines the decomposition and re-composition of the struggles against climate change that ensued. The specificity of these activists and collectives is that they belong to the least institutionalized space of the environmental movement: their commitments rested on a continuum of collective actions ranging from food farming to direct action. Moreover, they belong to the part of the movement that has participated in importing and developing the climate justice framing in France since 2015. From this ethnography, which was also lived as a personal experience, whereby I shared moments of life with these activists and collectives, I sought to make tangible the pathways and learnings that unfolded within the climate movements, as well as the breathlessness, doubts, joys and empowerment, which have been experienced in these movements.The manuscript is organized in two "volumes", each of which corresponds to a major question addressed to the movements against climate disruption and which relays those asked by the activists themselves: “What is the ‘right way’ to fight against climate disruption?” and “What is the ‘right political subject’ of the movement for climate justice?” In contrast to univocal and absolute answers, I propose to think about these questions as pharmaka in the sense of Isabelle Stengers: depending on their dosage, they can empower or weaken, poison. Each of the two volumes is itself composed of several “stories”, which are used to shift these questions and showing their effects in situation. Finally, between these stories I have interspersed “workshops”, which are the summary of notes I took during trainings, in which I participated in the climate movements since 2015
Rousseau, François. "Gérer et militer". Phd thesis, Ecole Polytechnique X, 2004. http://pastel.archives-ouvertes.fr/pastel-00001110.
Pełny tekst źródłaKsiążki na temat "Apprentissages militants"
Lethierry, H. Apprentissages militants: Les appréhender, les (re)connaître. Lyon: Chronique sociale, 2009.
Znajdź pełny tekst źródłaLethierry, H. Apprentissages militants: Les appréhender, les (re)connaître. Lyon: Chronique sociale, 2009.
Znajdź pełny tekst źródłaLe capital militant: Engagements improbables, apprentissages et techniques de lutte. Paris: Seuil, 2004.
Znajdź pełny tekst źródłaCzęści książek na temat "Apprentissages militants"
Pattieu, Sylvain. "Chapitre 3. Tourisme et travail : un projet touristique militant et son appropriation par des usagers". W Apprentissages en situation touristique, 71–84. Presses universitaires du Septentrion, 2014. http://dx.doi.org/10.4000/books.septentrion.15215.
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