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This article looks into the expression “New student population” which became popular in France further to the second school expansion wave (1985-1995) to designate a new student category less endowed with social and educational resources. However, this expression has been used heedlessly over the past decades to refer to such a public among French university goers. After surveying the use of this notion in the press and institutional narratives as well as in scientific literature, together with analysing multiple databases (data from OVE's Conditions de vie survey, 2016 post-secondary admission databases and Parcoursup 2019), this article yields three main findings. First, the expression “New student population” is frequently used during reform periods and describes students without a general secondary education degree. Second, the data evidences the significant increase in the student population since the early 2010's resulting from the greater number of students with a vocational degree on the one hand and the demographic boom of the early 2000's on the other hand. In this perspective, we can relevantly speak about a third school massification wave. Third, these bachelor students now more often register in the Faculty of Science and less in the Faculty of Arts and Humanities when it used to be the opposite. Finally, an analysis of students' social characteristics by university in the Ile-de-France area shows that the greater number of freshers does not correlate with improved social diversity. On the contrary, comparing the distribution of these students in 2016 and in 2019 highlights a deeper educational segregation between Ile-de-France establishments therefore worsening existing inequalities in higher education.

Keywords: démographie, nouveaux publics étudiants, massification, filières de l'enseignement supérieur, établissements, demographics, new student population, non-traditional students, school expansion, sectors of higher education, institutions

The concepts of resilience and vulnerability have been used in different disciplines to analyze and manage the dynamics of geographical areas and social groups facing rapid and uncertain changes. Both concepts are used within a variety of frameworks of analysis of society-environment relationships. This article aims to review the different analytical frameworks and their respective contributions to the analysis of the interactions between social and ecological dynamics. While all reviewed frameworks take into account the interactions of individuals with their environment, they do not, however, assess the vulnerability and resilience at the same scales. In particular, some frameworks are actor-centered, while others are system-centered. We propose a framework which reconciles these two approaches. This framework considers a socioecosystem both as a specific representation of the environment offered by a stakeholder, and as a set of elements contributing to one final function, and organized in a hierarchy of levels of observation, in which each level corresponds to an intermediary function. We propose a participatory approach to confront the systemic representations that have been built by different actors about their environment, and in particular to confront the functions that have been assigned within these representations to the different levels of observation. This process is not intended to lead to a shared vision of an area and its functions, but rather to discuss the potential complementarity of the issues and stakes presented by different actors, before any further assessment of the vulnerability and resilience of the study area to specific changes.

Keywords: vulnérabilité, résilience, représentations systémiques, finalités, modélisation d'accompagnement, vulnerability, resilience, system representations, functions, companion modeling

The objective of this article is to contribute to the analysis of the evolution of our relations with non-human living beings, by attempting to reveal the nature of the changes that are at work today within the plurality of paths of the so-called ecological transition. Our approach consists in analysing these changes in the field of agriculture, which covers a wide range of life management practices, the most intensive of which are strongly questioned. We chose the case of alternative seed selection practices and the consideration of animal sensitivity in breeding, for which the transformations are accompanied by a discourse on an evolution of the link to living organisms. Our cross-eye view of lawyers and ecologists has shown that the changes in the nature of this link are not necessarily correlated to changes in practices that may appear radical for which living organisms remain a resource object. The relationship to living organisms that is built in the sensory practice of living animals or plants pre-exists and develops, but often remains invisible because it is difficult to qualify and categorize. This non-recognition is part of the resistance, observed in the two cases studied, to make the changes necessary to build a "relational" relationship with living beings. In the discussion, we propose to explore the perspectives provided by the notion of community and responsibility to radically overcome the question of human and living - non-human distance.

Keywords: transition écologique, relation humain/vivant non-humain, agriculture, semences paysannes, bien-être animal, communautés biotiques, ecological transition, human-non human relationships, agriculture, peasants seeds, animal welfare, biotic communities

This paper focuses on a case of coastal erosion, taking place on the beaches of the National park of the archipelago of la Maddalena, in Sardinia (Mediterranean Sea), in the middle of an internationally renowned touristic area. Conducting fieldwork here makes it possible to investigate the relations occurring between environmental conservation and economical development issues, in a specific context, at the intersection of socio-ecological dynamics crossing multiple scales and levels. Thanks to ethnographical observation, experiences of environmental conservation can be analyzed as the outcome of adaptation processes, either to paradigms coming from the global arena, either to local agendas. We are interrogating viewpoints and priorities expressed by a plurality of actors, involved in coastal spaces regulation. Those persons are also deeply embedded in socio-historical contexts, that we must consider in order to grasp present complexities. Proposing to look attentively at different knowledges and environments at stake, some anthropological and sociological perspectives help analyzing environmental controversies, without trying to drive them to a univocal axiological frame. Finally, I invite to acknowledge this case as an opportunity to think at political dimensions of environmental uncertainties, at the interface between socio-ecological phenomena, vaguenesses coming from scientific knowledges, policymaking, and politico-economic and historical issues.

Keywords: érosion côtière, parcs nationaux, aires marines protégées, anthropologie des politiques, anthropologie environnementale, systèmes socio-écologiques, Posidonia oceanica, archipel de la Maddalena, Sardaigne, Italie, costal erosion, national parks, marine protected areas, environmental anthropology, socio-ecological systems, Posidonia oceanica, archipelago of la Maddalena, Sardegna, Italy

This article examines the implementation of a teacher training program, “GPS,” which engages trainee teachers in a cooperative investigation and co-writing process designed to produce an analysis of a problematic professional situation. Drawing on a field survey conducted in two teacher training institutes and examining the distinction between cooperation and collaboration, this article seeks to confront the program—intended to foster reflexivity through cooperative work—with how it was received by the trainee teachers. Some of them appropriated the program while others implemented it, resulting in markedly different forms of cooperation and collaboration.

ABSTRACTThe idea of fictitious screenplay involves the notion of an unstable status of the text. Whether it exists in itself, without its source, or is its own source, or has never been realized into a film, it is a text whose reading remains problematic. As a transitive text, an assessment of its value depends on the movement from the source (event or fiction) to its realization as film. This is the case study presented in this article. How does the shift from reading to "spectating" happen? How is it possible to respect the two media involved without having to come up with a neutral position where everything could meet and be studied ? The question is all the more difficult since the shift occurs between the private sphere of reading and the public sphere of "spectating". Les Fous de Bassan, a novel by Anne Hébert as well as a film by Yves Simoneau, will serve as examples.