Pierre Champollion is doctor of Education Sciences, member of the ECP-Lyon and ESO-Caen laboratories and Chairman of the Observatoire éducation et territoires (Education and Territories Observatory). He conducts research on the issues of "education and territories" and rural-urban education comparisons.

• Foreword xiIntroduction xixPart 1. Is it Possible to Enroll Education Geographically, Historically and Symbolically in the Territorial Context? 1Introduction to Part 1 3Chapter 1. School Divisions and Inequalities in Funding, Access to Schools and Staffing 5Patrice CARO1.1. Introduction 51.2. Disparities in funding from communities 61.3. Inequalities in access to schools 111.4. Teachers with different profiles depending on the municipalities and regional education authorities 171.5. Conclusion 251.6. Bibliographical references 26Chapter 2. A School for Rural Areas? Negotiations and Compromises at the “Congrès de l’école rurale” (1925) 29Frédéric MOLE2.1. Introduction 292.2. A “pedagogical revolution” in the face of the rural crisis? 312.3. A specialized rural school inspired by the practical lives of children? 342.4. Compromises and contradictions 372.5. Towards a porosity of educational space and time? 402.6. Conclusion 422.7. Bibliographical references 43Chapter 3. Territories and Disability 45Denis POIZAT3.1. Introduction 453.2. History of disability through places and memory 463.3. Renan 483.4. Pardes 503.5. Londres 523.6. A decaying modernity 543.7. Conclusion: to finish, to not decay 573.8. Bibliographical references 57Part 2. The Territorialization of Teacher Training, Teaching and Learning? 59Introduction to Part 2 61Chapter 4. The Territorial Dimension of Teacher Training in Spain 63Roser BOIX TOMAS4.1. Introduction: the general Spanish context 634.1.1. Indifference to the territorial dimension of Spanish initial teacher training programs 634.1.2. The essentially urban approach to Spanish initial teacher education 644.1.3. Taking into account the specificities of rural schools in Catalonian initial teacher training programs 654.2. The rural territorial dimension in initial teacher training 664.2.1. Initial teacher training and the strategic role of rural schools in territorial development 674.2.2. Initial teacher training and the role of the rural school as a dynamic actor in territorial development 694.3. The multi-grade class and the territorial dimension 714.4. Conclusion 734.5. Bibliographical references 74Chapter 5. Dynamics and Complexity of the Links Between a Teacher’s Professional Identity and Territory of Practice 77Catherine ROTHENBURGER5.1. Introduction 775.2. Territory, territoriality and professional identity 785.3. Methodological issues 825.4. Raw results obtained 845.4.1. Shared representations of teachers in regard to the rural world: between idealization and devaluation 845.4.2. Emotional character of the teachers’ encounter with the rural school 855.4.3. Professional difficulties: a common trigger for identity changes 865.5. Multiple consequences 875.5.1. Learning about the territory and social validation by the territory 875.5.2. A new vision of the business 895.5.3. Changes in pedagogical practices 905.5.4. When social validation is difficult: conformism or withdrawal 915.6. Conclusion 925.7. Bibliographical references 94Chapter 6. Learning, Education and Territory in Portugal 97António DUARTE6.1. Introduction 976.1.1. Context 976.1.2. Theoretical framework 986.2. Research questions 1016.2.1. Teaching practices in rural and urban schools 1016.2.2. Learning in relation to the context of urban and rural schools 1026.2.3. Urban and rural students’ artistic learning and education 1046.3. Bibliographical references 105Chapter 7. Languages of Instruction, Mother Tongues: Territorial Approaches to Linguistic Insecurity 111Bruno GARNIER7.1. Introduction: what the words tell us 1117.2. Linguistic insecurity and inequalities: sociolinguistic approaches 1127.3. The Maghreb: a cultural and linguistic entity 1147.4. A return to concepts 1197.4.1. The importance of the school environment in the Maghreb 1207.4.2. The French language, a language of freedom? 1227.4.3. The paradoxes of ELCO in Spain 1247.5. Conclusion 1277.6. Bibliographical references 129Part 3. Differentiating Audiences According to Changes in Territorial Dimensions 131Introduction to Part 3 133Chapter 8. Territorial and Rural School Representations: Mitigation of their Specificities and Maintenance of Pockets of Resistance 135Pierre CHAMPOLLION8.1. Introduction: a brief reminder of the conceptual framework 1368.2. Reminder of the main results of previous OER-OET surveys 1378.2.1. 5th grade surveys in 2000 and 2012 1378.2.2. 7th grade surveys in 2002 and 2014 1388.3. The (unpublished) results of the 9th grade survey in 2016 and their comparison with the results of a similar survey in 2004 1408.3.1. Sectors “estimated and projected education” and “territorial appeal–unappeal” 1408.3.2. Global comparative analyses 1418.4. Conclusion 1448.5. Bibliographical references 146Chapter 9. Anomalies, Education and the Zouave of the Alma Bridge 151Denis POIZAT9.1. Introduction 1519.2. School demographics, a formidable haven 1529.3. Why birth defects?1559.4. An international territorial discontinuity 1569.5. In terms of education 1599.6. Conclusion 1609.7. Bibliographical references 161Part 4. De-territorialization of Social Representations of the Territory and Academia Related to the Use of Digital Technology 163Introduction to Part 4 165Chapter 10. Projects and Digital Experience: The Construction of a New Relationship with the Territory 167Anne PIPONNIER10.1. Introduction 16710.2. The project, a communicative artifact 16910.2.1. From the ontological dimension to the action repertoire 16910.2.2. Beyond the system, a socio-technical configuration 16910.3. The territory tested by its instruments 17010.3.1. A paradoxical injunction 17110.3.2. An instrument of public governance 17110.3.3. The emergence of digital technologies and the emergence of a new territorial discourse 17210.4. The digital experience of the territory: towards new relationships with the project? 17310.4.1. Generational uses of digital technology 17410.4.2. From the narrative arc of the project to the experiential territory 17610.5. Conclusion 17710.6. Bibliographical references 178Chapter 11. Unequal Use of the Internet and Social Networks in Rural Areas 181Patrice CARO11.1. Introduction 18111.2. Support surveys: more than 3,000 4th graders questioned in 2013 in 36 middle schools of three regional education authorities 18511.3. Inequalities in educational practices according to the types of school spaces and regional education authorities 18811.4. Inequalities in digital practices across the 36 middle schools 19011.5. Conclusion 19511.6. Bibliographical references 195Chapter 12. Bringing Together Rural and Urban Representations Due to the Penetration of the Internet and Social Networks 197Pierre CHAMPOLLION12.1. Introduction 19712.2. Reminder of the general changes in the representations of rural mountain pupils in 5th, 7th and 9th grades 12 years apart 20012.3. Developments from the 5th grade direct rural–urban comparative analyses in 2014–2015 20412.4. Some outstanding questions and research perspectives 20612.5. Conclusion 20712.6. Bibliographical references 208Conclusion 213References 219List of Authors 229Index 231

Pierre Champollion is doctor of Education Sciences, member of the ECP-Lyon and ESO-Caen laboratories and Chairman of the Observatoire éducation et territoires (Education and Territories Observatory). He conducts research on the issues of "education and territories" and rural-urban education comparisons.

• Foreword xiIntroduction xixPart 1. Is it Possible to Enroll Education Geographically, Historically and Symbolically in the Territorial Context? 1Introduction to Part 1 3Chapter 1. School Divisions and Inequalities in Funding, Access to Schools and Staffing 5Patrice CARO1.1. Introduction 51.2. Disparities in funding from communities 61.3. Inequalities in access to schools 111.4. Teachers with different profiles depending on the municipalities and regional education authorities 171.5. Conclusion 251.6. Bibliographical references 26Chapter 2. A School for Rural Areas? Negotiations and Compromises at the “Congrès de l’école rurale” (1925) 29Frédéric MOLE2.1. Introduction 292.2. A “pedagogical revolution” in the face of the rural crisis? 312.3. A specialized rural school inspired by the practical lives of children? 342.4. Compromises and contradictions 372.5. Towards a porosity of educational space and time? 402.6. Conclusion 422.7. Bibliographical references 43Chapter 3. Territories and Disability 45Denis POIZAT3.1. Introduction 453.2. History of disability through places and memory 463.3. Renan 483.4. Pardes 503.5. Londres 523.6. A decaying modernity 543.7. Conclusion: to finish, to not decay 573.8. Bibliographical references 57Part 2. The Territorialization of Teacher Training, Teaching and Learning? 59Introduction to Part 2 61Chapter 4. The Territorial Dimension of Teacher Training in Spain 63Roser BOIX TOMAS4.1. Introduction: the general Spanish context 634.1.1. Indifference to the territorial dimension of Spanish initial teacher training programs 634.1.2. The essentially urban approach to Spanish initial teacher education 644.1.3. Taking into account the specificities of rural schools in Catalonian initial teacher training programs 654.2. The rural territorial dimension in initial teacher training 664.2.1. Initial teacher training and the strategic role of rural schools in territorial development 674.2.2. Initial teacher training and the role of the rural school as a dynamic actor in territorial development 694.3. The multi-grade class and the territorial dimension 714.4. Conclusion 734.5. Bibliographical references 74Chapter 5. Dynamics and Complexity of the Links Between a Teacher’s Professional Identity and Territory of Practice 77Catherine ROTHENBURGER5.1. Introduction 775.2. Territory, territoriality and professional identity 785.3. Methodological issues 825.4. Raw results obtained 845.4.1. Shared representations of teachers in regard to the rural world: between idealization and devaluation 845.4.2. Emotional character of the teachers’ encounter with the rural school 855.4.3. Professional difficulties: a common trigger for identity changes 865.5. Multiple consequences 875.5.1. Learning about the territory and social validation by the territory 875.5.2. A new vision of the business 895.5.3. Changes in pedagogical practices 905.5.4. When social validation is difficult: conformism or withdrawal 915.6. Conclusion 925.7. Bibliographical references 94Chapter 6. Learning, Education and Territory in Portugal 97António DUARTE6.1. Introduction 976.1.1. Context 976.1.2. Theoretical framework 986.2. Research questions 1016.2.1. Teaching practices in rural and urban schools 1016.2.2. Learning in relation to the context of urban and rural schools 1026.2.3. Urban and rural students’ artistic learning and education 1046.3. Bibliographical references 105Chapter 7. Languages of Instruction, Mother Tongues: Territorial Approaches to Linguistic Insecurity 111Bruno GARNIER7.1. Introduction: what the words tell us 1117.2. Linguistic insecurity and inequalities: sociolinguistic approaches 1127.3. The Maghreb: a cultural and linguistic entity 1147.4. A return to concepts 1197.4.1. The importance of the school environment in the Maghreb 1207.4.2. The French language, a language of freedom? 1227.4.3. The paradoxes of ELCO in Spain 1247.5. Conclusion 1277.6. Bibliographical references 129Part 3. Differentiating Audiences According to Changes in Territorial Dimensions 131Introduction to Part 3 133Chapter 8. Territorial and Rural School Representations: Mitigation of their Specificities and Maintenance of Pockets of Resistance 135Pierre CHAMPOLLION8.1. Introduction: a brief reminder of the conceptual framework 1368.2. Reminder of the main results of previous OER-OET surveys 1378.2.1. 5th grade surveys in 2000 and 2012 1378.2.2. 7th grade surveys in 2002 and 2014 1388.3. The (unpublished) results of the 9th grade survey in 2016 and their comparison with the results of a similar survey in 2004 1408.3.1. Sectors “estimated and projected education” and “territorial appeal–unappeal” 1408.3.2. Global comparative analyses 1418.4. Conclusion 1448.5. Bibliographical references 146Chapter 9. Anomalies, Education and the Zouave of the Alma Bridge 151Denis POIZAT9.1. Introduction 1519.2. School demographics, a formidable haven 1529.3. Why birth defects?1559.4. An international territorial discontinuity 1569.5. In terms of education 1599.6. Conclusion 1609.7. Bibliographical references 161Part 4. De-territorialization of Social Representations of the Territory and Academia Related to the Use of Digital Technology 163Introduction to Part 4 165Chapter 10. Projects and Digital Experience: The Construction of a New Relationship with the Territory 167Anne PIPONNIER10.1. Introduction 16710.2. The project, a communicative artifact 16910.2.1. From the ontological dimension to the action repertoire 16910.2.2. Beyond the system, a socio-technical configuration 16910.3. The territory tested by its instruments 17010.3.1. A paradoxical injunction 17110.3.2. An instrument of public governance 17110.3.3. The emergence of digital technologies and the emergence of a new territorial discourse 17210.4. The digital experience of the territory: towards new relationships with the project? 17310.4.1. Generational uses of digital technology 17410.4.2. From the narrative arc of the project to the experiential territory 17610.5. Conclusion 17710.6. Bibliographical references 178Chapter 11. Unequal Use of the Internet and Social Networks in Rural Areas 181Patrice CARO11.1. Introduction 18111.2. Support surveys: more than 3,000 4th graders questioned in 2013 in 36 middle schools of three regional education authorities 18511.3. Inequalities in educational practices according to the types of school spaces and regional education authorities 18811.4. Inequalities in digital practices across the 36 middle schools 19011.5. Conclusion 19511.6. Bibliographical references 195Chapter 12. Bringing Together Rural and Urban Representations Due to the Penetration of the Internet and Social Networks 197Pierre CHAMPOLLION12.1. Introduction 19712.2. Reminder of the general changes in the representations of rural mountain pupils in 5th, 7th and 9th grades 12 years apart 20012.3. Developments from the 5th grade direct rural–urban comparative analyses in 2014–2015 20412.4. Some outstanding questions and research perspectives 20612.5. Conclusion 20712.6. Bibliographical references 208Conclusion 213References 219List of Authors 229Index 231

Pierre Champollion is doctor of Education Sciences, member of the ECP-Lyon and ESO-Caen laboratories and Chairman of the Observatoire éducation et territoires (Education and Territories Observatory). He conducts research on the issues of "education and territories" and rural-urban education comparisons.

• Foreword xiIntroduction xixPart 1. Is it Possible to Enroll Education Geographically, Historically and Symbolically in the Territorial Context? 1Introduction to Part 1 3Chapter 1. School Divisions and Inequalities in Funding, Access to Schools and Staffing 5Patrice CARO1.1. Introduction 51.2. Disparities in funding from communities 61.3. Inequalities in access to schools 111.4. Teachers with different profiles depending on the municipalities and regional education authorities 171.5. Conclusion 251.6. Bibliographical references 26Chapter 2. A School for Rural Areas? Negotiations and Compromises at the “Congrès de l’école rurale” (1925) 29Frédéric MOLE2.1. Introduction 292.2. A “pedagogical revolution” in the face of the rural crisis? 312.3. A specialized rural school inspired by the practical lives of children? 342.4. Compromises and contradictions 372.5. Towards a porosity of educational space and time? 402.6. Conclusion 422.7. Bibliographical references 43Chapter 3. Territories and Disability 45Denis POIZAT3.1. Introduction 453.2. History of disability through places and memory 463.3. Renan 483.4. Pardes 503.5. Londres 523.6. A decaying modernity 543.7. Conclusion: to finish, to not decay 573.8. Bibliographical references 57Part 2. The Territorialization of Teacher Training, Teaching and Learning? 59Introduction to Part 2 61Chapter 4. The Territorial Dimension of Teacher Training in Spain 63Roser BOIX TOMAS4.1. Introduction: the general Spanish context 634.1.1. Indifference to the territorial dimension of Spanish initial teacher training programs 634.1.2. The essentially urban approach to Spanish initial teacher education 644.1.3. Taking into account the specificities of rural schools in Catalonian initial teacher training programs 654.2. The rural territorial dimension in initial teacher training 664.2.1. Initial teacher training and the strategic role of rural schools in territorial development 674.2.2. Initial teacher training and the role of the rural school as a dynamic actor in territorial development 694.3. The multi-grade class and the territorial dimension 714.4. Conclusion 734.5. Bibliographical references 74Chapter 5. Dynamics and Complexity of the Links Between a Teacher’s Professional Identity and Territory of Practice 77Catherine ROTHENBURGER5.1. Introduction 775.2. Territory, territoriality and professional identity 785.3. Methodological issues 825.4. Raw results obtained 845.4.1. Shared representations of teachers in regard to the rural world: between idealization and devaluation 845.4.2. Emotional character of the teachers’ encounter with the rural school 855.4.3. Professional difficulties: a common trigger for identity changes 865.5. Multiple consequences 875.5.1. Learning about the territory and social validation by the territory 875.5.2. A new vision of the business 895.5.3. Changes in pedagogical practices 905.5.4. When social validation is difficult: conformism or withdrawal 915.6. Conclusion 925.7. Bibliographical references 94Chapter 6. Learning, Education and Territory in Portugal 97António DUARTE6.1. Introduction 976.1.1. Context 976.1.2. Theoretical framework 986.2. Research questions 1016.2.1. Teaching practices in rural and urban schools 1016.2.2. Learning in relation to the context of urban and rural schools 1026.2.3. Urban and rural students’ artistic learning and education 1046.3. Bibliographical references 105Chapter 7. Languages of Instruction, Mother Tongues: Territorial Approaches to Linguistic Insecurity 111Bruno GARNIER7.1. Introduction: what the words tell us 1117.2. Linguistic insecurity and inequalities: sociolinguistic approaches 1127.3. The Maghreb: a cultural and linguistic entity 1147.4. A return to concepts 1197.4.1. The importance of the school environment in the Maghreb 1207.4.2. The French language, a language of freedom? 1227.4.3. The paradoxes of ELCO in Spain 1247.5. Conclusion 1277.6. Bibliographical references 129Part 3. Differentiating Audiences According to Changes in Territorial Dimensions 131Introduction to Part 3 133Chapter 8. Territorial and Rural School Representations: Mitigation of their Specificities and Maintenance of Pockets of Resistance 135Pierre CHAMPOLLION8.1. Introduction: a brief reminder of the conceptual framework 1368.2. Reminder of the main results of previous OER-OET surveys 1378.2.1. 5th grade surveys in 2000 and 2012 1378.2.2. 7th grade surveys in 2002 and 2014 1388.3. The (unpublished) results of the 9th grade survey in 2016 and their comparison with the results of a similar survey in 2004 1408.3.1. Sectors “estimated and projected education” and “territorial appeal–unappeal” 1408.3.2. Global comparative analyses 1418.4. Conclusion 1448.5. Bibliographical references 146Chapter 9. Anomalies, Education and the Zouave of the Alma Bridge 151Denis POIZAT9.1. Introduction 1519.2. School demographics, a formidable haven 1529.3. Why birth defects?1559.4. An international territorial discontinuity 1569.5. In terms of education 1599.6. Conclusion 1609.7. Bibliographical references 161Part 4. De-territorialization of Social Representations of the Territory and Academia Related to the Use of Digital Technology 163Introduction to Part 4 165Chapter 10. Projects and Digital Experience: The Construction of a New Relationship with the Territory 167Anne PIPONNIER10.1. Introduction 16710.2. The project, a communicative artifact 16910.2.1. From the ontological dimension to the action repertoire 16910.2.2. Beyond the system, a socio-technical configuration 16910.3. The territory tested by its instruments 17010.3.1. A paradoxical injunction 17110.3.2. An instrument of public governance 17110.3.3. The emergence of digital technologies and the emergence of a new territorial discourse 17210.4. The digital experience of the territory: towards new relationships with the project? 17310.4.1. Generational uses of digital technology 17410.4.2. From the narrative arc of the project to the experiential territory 17610.5. Conclusion 17710.6. Bibliographical references 178Chapter 11. Unequal Use of the Internet and Social Networks in Rural Areas 181Patrice CARO11.1. Introduction 18111.2. Support surveys: more than 3,000 4th graders questioned in 2013 in 36 middle schools of three regional education authorities 18511.3. Inequalities in educational practices according to the types of school spaces and regional education authorities 18811.4. Inequalities in digital practices across the 36 middle schools 19011.5. Conclusion 19511.6. Bibliographical references 195Chapter 12. Bringing Together Rural and Urban Representations Due to the Penetration of the Internet and Social Networks 197Pierre CHAMPOLLION12.1. Introduction 19712.2. Reminder of the general changes in the representations of rural mountain pupils in 5th, 7th and 9th grades 12 years apart 20012.3. Developments from the 5th grade direct rural–urban comparative analyses in 2014–2015 20412.4. Some outstanding questions and research perspectives 20612.5. Conclusion 20712.6. Bibliographical references 208Conclusion 213References 219List of Authors 229Index 231