Jean-François Condette

Explain and contextualise the evolving difficulties of teachers in France (19^th-21^st centuries).

The aim here is to place the student at the centre of analysis, whether under the authority of a preceptor or integrated into a school, and to study him or her over the long period of the 17th-20th centuries.

Between 1914 and 1918, the Nord and Pas-de-Calais geographical areas met numerous difficulties. About 70% of the Nord and 25% of the Pas-de-Calais had to face a strong German occupation. On the west part of the front line, the territory became a strategic place for the allied armies, landing on Calais, Boulogne and Dunkerque. With such terrible...

Georges Lyon, the regional Chief Education Officer, facing the German invasion, decided in 1914 to remain committed to supporting school and university structures belonging to the occupied part of the Lille region in order to keep them alive. During the War, he wrote his Memoirs which can be considered as a precious testimony to better understand..

Explain and contextualise the evolving difficulties of teachers in France (19^th-21^st centuries).

In May 1920, on the occasion of an International Exhibition for the Renaissance of the liberated regions, Georges Lyon Lille chief education officer, asked the teachers to reply to a questionnaire and asked the pupils to write an essay about their memories at war and a narrative dramatic experience they could have been watching as well.

Explain and contextualise the evolving difficulties of teachers in France (19^th-21^st centuries).

When did peace begin after the Great War? How were economic activities, social activities and celebrations reconstituted? Using the example of the Ardennes, the only department occupied during the entire war, ravaged in 1918 by the fighting of the liberation, 20 researchers question the return to normalcy.

The aim here is to place the student at the centre of analysis, whether under the authority of a preceptor or integrated into a school, and to study him or her over the long period of the 17th-20th centuries.

While the history of education often deals with pupils, it too rarely makes them full participants in the education system. However, pupils' participation refers to the challenge of living in a democracy.

This book offers a collective reflection by historians, archivists, economists and specialists in Education science on how decisions were made and implemented in the field of education since the 15th century.

Between 1914 and 1918, the Nord and Pas-de-Calais geographical areas met numerous difficulties. About 70% of the Nord and 25% of the Pas-de-Calais had to face a strong German occupation. On the west part of the front line, the territory became a strategic place for the allied armies, landing on Calais, Boulogne and Dunkerque. With such terrible...

The history of Popular Education (Non Formal Education) has aroused research work for thirty years but yet no review of this work has been published. 28 contributions dealing with France, other European countries and Quebec focus on the complex relationship to school, gender and the political dimension of Popular Education.