Les représentations de la « petite école rurale » des familles venues s’installer en Cévennes, et sa place dans leur rapport au territoire

Families relocating to remote rural areas in the Cévennes region of France highly value small rural schools as a means to foster their children's development, connection with nature, and social bonds within the community. While school was not the primary motivation for moving, parents—mostly urban migrants—prioritize an educational environment that emphasizes outdoor learning, village integration, and strong teacher-student relationships. This perspective often aligns with teachers who share similar values, creating a cohesive social dynamic around these schools. However, conflicts arise when traditional pedagogical approaches clash with the more progressive vision of education sought by families. The study highlights the role of small rural schools in shaping territorial identity and belonging for new residents.

Bonini, N. (2012). Les représentations de la « petite école rurale » des familles venues s’installer en Cévennes, et sa place dans leur rapport au territoire. Cahiers de La Recherche Sur L’éducation et Les Savoirs, 11, 169–188. https://doi.org/10.4000/cres.2227