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The environmental crisis calls for diversity education that extends beyond humanity and involves all living beings around the question of living together on Earth. The purpose of this article is to develop an educational proposal based on ecological living together that opens the reflection on welcoming epistemological diversity to develop a finer understanding of our relation to the world. A general didactic of Bildung centered on the Subject in his relationship to the world is proposed. This place-based learning approach mobilizes a dimension of our humanity – spirituality – often dismissed though central to us all. Spirituality would then become part of diversity education that considers diversity amongst all living beings, as well epistemology diversity by integrating indigenous epistemologies.

Keywords: Écoformation, Place-based learning, holistic education, éducation holistique, general didactic, didactique générale, Bildung, Bildung, spiritualité, spirituality, épistémologie, epistemology, épistémologies autochtones, indigenous epistemologies

This article presents ethnosociological research in educational sciences analyzed from an interdisciplinary and collaborative perspective. The didactics of diversity is discussed with observations and analyses of teaching interculturality in a plural context. Based on observations and analyses, this study questions the notion of intercultural competencies and proposes avenues for teacher training. These aim to support teachers and trainers in the implementation of participatory and innovative pedagogies. The objective is to accompany teachers on current issues in education and on the management of difficult situations in schools. Cultural diversity is both a scientific and ethical issue for higher education and research.

Keywords: diversité culturelle, cultural diversity, interculturel, intercultural, formation des enseignants, teacher training, réflexivité, reflexivity, compétences interculturelles, intercultural competences

The first aim of this study was to observe, based on established research, the teaching practices for developing the phonological awareness of pre-reading students. The second aim was to determine whether these vary according to the students’ socio-economic background. These practices were observed in real class situations with kindergarten students in priority education areas (i.e., least advantaged areas) or in standard areas. An observation grid was used to record the activity, the phonological unit, and the support modalities. The results indicate that teachers favour simple tasks, accessible units, and less effective modalities. The use ineffective modalities appears to be more pronounced in priority education areas than in standard areas.

Keywords: Conscience phonologique, Phonological awareness, éducation prioritaire, priority education, diversité des pratiques enseignantes, diversity of teaching practices

For five years, Montreal’s Place des Arts has offered an aesthetic education camp in Montreal, in partnership with New York’s Lincoln Center Education, for artists, teachers, and presenters to support their cultural mediation efforts with students. This article reports on a study conducted on this innovative initiative. The results attest to the positive repercussions for the professional practices of the participants. Training in multidisciplinary teams led to the development of a shared vocabulary and the emergence of a community of practice. The findings indicate that cultural initiatives can have a positive impact on both cultural workers and those in education.

Keywords: aesthetic education, artist, teacher, presenter, cultural mediation

This article analyzes the effects of education on the survival of women founded small and medium-sized businesses in the Republic of the Congo. The analysis, carried out using data from the 2017 survey “Recensement général des très petites, petites et moyennes entreprises (RTPME)” in accordance with the logistic regression (or logit) model, provided at least two results. Firstly, the highest-level diploma obtained by the promoter improves the survival of women founded small and medium-sized businesses in the Republic of the Congo. Secondly, the age of the promoter when founding the business and her access to financing significantly influence the survival of female founded SMEs. These results lead to the formulation of some economic policy recommendations.

Keywords: Level of education, Niveau de scolarité, survival, survie, SME, PME, femmes, women, Congo, Congo