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When Occitan and Cooperation Welcome the Cultural and Linguistic Singularities of Children and Adults

Isabèu Vergnes, from Pau, and Patrici Baccou, from Béziers, are teacher trainers at Aprene, a higher education training center for the Calandretas, cooperative bilingual immersion schools in Occitan. They present the ethical and pedagogical techniques that unify this entire educational, cultural, and linguistic world, from preschool to the university training of interns, continuous training for teachers, and research. A dual pathway: institutional pedagogy and immersive bilingualism. How to train through, and only through, these two pedagogies? It is to answer a question: how to welcome each individual, child or adult, in the uniqueness of their subjectivity, history, culture, and relationship to languages? How to build an educational, cultural, and linguistic common ground that welcomes and respects our singularities, wherever they come from, regardless of the form their expression takes?

Τμήματα & Εκπαιδευτικό Υλικό

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What does "institutionalizing a cooperative educational environment" mean? Taking the other into account, welcoming their singularity, creating a common space.

Σχετικό Υλικό

Anthropology of the Singular

Every living human environment or group develops a culture in the anthropological sense of ...

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Calandreta and Aprene: presentation of a cooperative and linguistic adventure.

Σχετικό Υλικό

Immersive bilingualism, psycholinguistics, and natural learning methods.

This collection of three articles, published in The Year of Research in Educational Sciences, ...

Language, Langue, and Speech in Calandreta

Pierre Johan Laffitte - Professeur de philosophie critique de l’éducation, Université Paris 10

Σχετικές εμπειρίες από το πεδίο

Endavant tà l’escola ! – Calandretas

Del Aram Bidabad. From Occitan Calandreta to cosmopolitan Volare: When cooperative and immersive pedagogies support the political goal of welcoming migrant singularities

Del Aram Bidabad - Υποψήφια διδακτόρισσα Εκπαιδευτικών Επιστημών στο Πανεπιστήμιο Paris 8 Vincennes-Saint-Denis

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A cooperative learning framework, a subjective pedagogical journey, between production, analysis, and shared responsibility.

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Endavant tà l’escola ! – Calandretas

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Conveying a pedagogical ethics that embraces the intimate subjectivity of the educator? Concept of "devolution."

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Unfreezing Occitan, our relationship with our languages and cultures. Language families, a pedagogy to open our lived experience and practice between languages.

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Families of Idioms: Occitan, Institutional foundation of the Emergence of Multilingualism.

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Endavant tà l’escola ! – Calandretas

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Simultaneously opening our lived experiences and practices to the multilayered cultures: from classrooms to teacher training.

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Putting evaluation in its rightful place: level belts, cooperative electronic portfolio.

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Belts, a major institution of the institutional cooperative class.

Belts—both for level and behavior—are a key element of the cooperative classroom

Symbolic norm or law of two educational worlds.

Educational dogma is overrun by positivism and a near-hegemonic focus on evaluation…

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Path of languages, a cooperative training framework based on the singularity of each person.

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Every living human group is a complex ecology, a meadow.

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A 30-year reality, not a utopia: a 3-year program, unique in France, entirely cooperative, and an immersion in the classrooms, at the risk of singularity and its reception. (Link with Language, language, and speech in Calandreta)

When Occitan and Cooperation Welcome the Cultural and Linguistic Singularities of Children and Adults

Τμήμα 1

What does "institutionalizing a cooperative educational environment" mean? Taking the other into account, welcoming their singularity, creating a common space.

Σχετικό Υλικό

Σχετικές εμπειρίες από το πεδίο

Τμήμα 2

Calandreta and Aprene: presentation of a cooperative and linguistic adventure.

Σχετικό Υλικό

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Τμήμα 3

A cooperative learning framework, a subjective pedagogical journey, between production, analysis, and shared responsibility.

Σχετικές εμπειρίες από το πεδίο

Τμήμα 4

Conveying a pedagogical ethics that embraces the intimate subjectivity of the educator? Concept of "devolution."

Τμήμα 5

Unfreezing Occitan, our relationship with our languages and cultures. Language families, a pedagogy to open our lived experience and practice between languages.

Σχετικό Υλικό

Σχετικές εμπειρίες από το πεδίο

Τμήμα 6

Simultaneously opening our lived experiences and practices to the multilayered cultures: from classrooms to teacher training.

Τμήμα 7

Putting evaluation in its rightful place: level belts, cooperative electronic portfolio.

Σχετικό Υλικό

Τμήμα 8

Path of languages, a cooperative training framework based on the singularity of each person.

Τμήμα 9

Every living human group is a complex ecology, a meadow.

Τμήμα 10

A 30-year reality, not a utopia: a 3-year program, unique in France, entirely cooperative, and an immersion in the classrooms, at the risk of singularity and its reception. (Link with Language, language, and speech in Calandreta)

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