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The notion of social innovation is of interest to academics, civil society and public authorities alike. Theoretical interest in this concept has recently shifted towards a better understanding of the processes underlying its production. This is the focus of this special issue, in a context of creative and digital economy. This special issue highlights a number of important features of social innovation production processes : 1) their embeddedness in particular socio-economic and political contexts, 2) the importance of digital tools conceived as commons fostering their development and concretization, 3) the importance of combining social innovation production processes with organizational dynamics.

This article looks at the use of digital technology in schools in light of the principles of equity, diversity and inclusion (EDI). Through the implementation of educational differentiation, it examines the extent to which it is necessary to take into account the contributions and effects of digital technology in teaching. This study examines teaching practices in this area, particularly in the context of differentiating digital course materials. The literature review exposes the predominant place of diversity in education, the imperative need to take it into account, and the impact of teachers' practices in ensuring a certain degree of equity, notably through the implementation of pedagogical differentiation. Links are made with digital technology, notably by presenting some of its specific features and limitations, the inequalities it can create, which call for the use of appropriate theoretical models, and the consideration of learners' profiles. We will also examine course materials, a major vehicle for teaching, and the conditions imposed by the digital format on the development of usable and effective materials that do not introduce additional obstacles to learning. We will expose the trends in current practices at the time of the study and identify the obstacles to their further development. We will also highlight the complexity in differentiating digital course materials and the obstacles to their implementation.

Keywords: differentiated instruction, ensino diferenciado, enseñanza diferenciada, différenciation pédagogique, equidade, equity, equidad, équité, numérique, digital technology, tecnología digital, tecnologia digital, diversidade, diversity, diversidad, diversité, teachers, docentes, enseignants, professores, compétences, competencias, skills, competências

The Ferlo territory is increasingly "occupied", humanly, environmentally and institutionally. A mapping based on the perceptions of local stakeholders (ZADA in French, PBRM or Perception-Based Regional Mapping) was carried out to identify the factors that, from the point of view of these stakeholders, structure the spatial organization of this territory and its surroundings: uses, practices, localisms or any other factor identified. By GIS-merging together all the maps obtained, each corresponding to an interview, we obtain a spatialized database on the determinants structuring this territory. Although the structural, ecological and socio-historical elements remain and even tend towards the specialization of territories into production 'countries', the short 2-months period herds graze in the Ferlo and the generalized use of supplementation during the pastoral lean season suggests a reorientation of these herds towards the south. It induces areas of possible tension where the north-south axis of transhumance and the West-East axis of agricultural colonization intersect. This experimental method allows us to reflect on the role of environmental observatories and the Ferlo in particular.

Keywords: Ferlo, Sénégal, transhumances, zonage à dires d'acteurs, observatoires hommes-milieux, tensions socio-environnementales, Ferlo, Senegal, transhumances, perception-based regional mapping, environmental tensions, socio-environmental observatories

This article aims to present the research conducted in recent years by a multidisciplinary team on the questions of land-use conflict, and to reveal the methodology of survey and data collection, as well as the structure of the resulting database. We first define the scope of our study by providing a definition of these conflicts, of their characteristics and motives, of the ways they manifest themselves and of the actors involved. We then present the methodology we have used to identify conflicts ; a methodology based on a spatial analysis and the combined use of different data collection methods including surveys conducted by experts, analyses of the regional daily press and of data from the administrative litigation courts. Finally we present the Conflicts data base©, with its tables and nomenclatures, in which the data collected in different fields is reconciled and analysed (III), before providing a few examples of how this method can be used to analyse the case of the Greater Paris Region.

Keywords: Conflits, Méthodologie, base de données, presse quotidienne, contentieux, entretiens, Conflicts, Methodology, data base, daily press, litigation, surveys

The context combining land saturation on the backdrop of imperfect commodification of the land, appreciation of lowlands and renewed enthusiasm for family fish farming in Central-West (CW) and Southwest (SW) of Côte d'Ivoire complicates the acquisitive and conservative mechanism of rights relating to fish farm land. This study was conducted with 213 fish farmers of whom 142 in the CW and 71 at SW as well as 34 non-fish farmer actors by proposing to describe the access modes to fish farm land in these two regions. As a result, in varying proportions, different modes are adopted for access to fish farm land. These are the donation, the purchase, the inheritance and the indirect farming (IF) through which the fish farmers guarantee perennial exploitation rights on their production sites.

Keywords: pisciculture familiale, mode d'accès, foncier piscicole, droits fonciers, autochtones, étrangers, family fish farming, access mode, fish farm land, land rights, native peoples, foreigners