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This article presents the foundations, methodology and results of an action-research project aimed at modeling, testing, and evaluating an educational strategy based on the construction of a learning territory. Based on the enhancement of student-territory links, it tests a hypothesis that considers the territory’s heritage component as an educational lever to develop quality eco-citizenship education, understood as emancipated eco-citizenship: responsible, willing, and able to make commitments. The methodology consists of a comparative analysis of three groups of students representative of three increasing degrees of participation in the learning territory. The results obtained highlight positive and statistically significant impacts on the eco-citizen profiles of students who are active, authors and builders of the learning territory.

Keywords: liens patrimoniaux, patrimonial links, eco-ontogenesis, éco-ontogenèse, eco-citizenship, écocitoyenneté, territoire apprenant, learning territory, empowerment, empowerment, émancipation, emancipation

This article explores the gap between decolonization and social innovation, often treated separately despite their potential synergies. By establishing a nuanced framework applicable to various contexts, we aim to integrate decolonial principles into social innovation for more equitable and sustainable change. Our research examines the common themes, challenges, and opportunities in both fields, highlighting their interconnection, unequal power relations, liberation of dominant narratives, and intercultural dialogue. This framework enriches the materialist decolonial theory with a model that integrates the transformative goals of both concepts. It challenges the dominant power structures, embraces diverse knowledge systems, and encourages intercultural dialogue, offering a more critical assessment of social innovation processes. This model could guide practitioners, policymakers and researchers toward a more inclusive and resilient society that respects historical legacies, while valuing diverse perspectives.

Keywords: innovation sociale, social innovation, decolonization, décolonisation, transformation, transformation, innovation cycle, cycle d'innovation

This study explores the relations between the teachers-students relationships in adolescence and the development of deviant behaviours and delinquency. Two facets of teachers-students relationships were considered: (a) the quality (warmth and conflicts) of the interpersonal relationships that a student personally shares with his/her teachers; (b) the overall quality of teachers-students relationships in school (relational climate, pedagogical practices, and classroom management practices). The analyses were based on a longitudinal sample of 1171 students (52.9% males; mean age of 12.75 years) from the greater Montreal area who completed self-reported questionnaires in class three times during their first year of secondary school (at the beginning, in the middle and at the end of the school year). Results showed that deviant behaviours were more strongly influenced by interpersonal relationships with the teachers whereas delinquency was more strongly influenced by both facets of teachers-students relationships. Evidence of interaction effects with gender were also found and showed that: pedagogical practices predicted deviant behaviours and delinquency only in boys, whereas the effects of interpersonal conflicts with teachers was more pronounced on girls levels of deviant behaviours. Finally, the effects of teachers-students relationships seemed more pronounced or limited to, students who already present elevated or moderate levels of deviant behaviours and delinquency at the beginning of high schools.

Keywords: Troubles du comportement extériorisés, comportements déviants, délinquance, adolescence, relations maîtres-élèves, externalizing behavioural disorders, deviant behaviours, delinquency, school violence, teacher-students relationships, adolescence

The goal of this article is to present the French health insurance system. Firstly, theauthor examines the main characteristics of this system, with special attention to itsmutations. Secondly, he describes the French insurance companies operations in thearea of complementary sickness insurance.