history (s) of committed reciprocity (Synergies Europe magazine)

Synergies Europe, GERFLINT review

ISSN 1951-6088/ ISSN en ligne 2260-653X

Study and Research Group for French as an International Language

French journal, in partnership with the Maison des Sciences de l’Homme de Paris Foundation (FMSH)

Acall for contributions for No. 17 / 2022

Synergies Europe, GERFLINT review (Study and Research Group for French as an International Language) of internationally indexed Human and Social Sciences (Scopus, Erih Plus, MLA, etc.) is launching, for its number 17/2022, a call for contributions widely open to French-speaking researchers in the European area. This issue focuses on the following theme:

Arts and Pedagogy : story (s) of a reciprocitit’s engagée

Coordinated by Marie-Noëlle Antoine

(Doctor of educational sciences and independent researcher, France)

On March 1, 2011, Michel Serres, in a solemn session on “The new challenges of education” argued: Our institutions shine with a glow which resembles, today, that of the constellations which astrophysics once told us were dead oflong agos. Why have these novelties not happened?

Perhaps, because the institutions have not been able to forge deep links between the arts and education.

The pedagogy has a creativity imbued with great humility, so ample, that it is able to reintroduce emotion and affect in the relationship to capture the attention of learners, but also to allow them to learn with a greater efficiency.

What is the link between video, theater, myths or even music? The artists will answer that it is about art, the pedagogues, that it is about pedagogical practices. And both will be right. In recent years, we have seen the emergence of training practices that rely on the arts as a means of teaching, learning and professional training.

The arts are thus powerful mediating tools. They make it possible to say, to tell, to unveil with, without doubt, more finesse and symbolism than any other device.

An asset of the reciprocity between the arts and pedagogy is the metaphorical function of pedagogy through the arts. The metaphor, the symbolic language make it possible to take a certain distance from the situations encountered in the practices. We retain the things experienced much longer than the things heard.

There is therefore an educational concern to create and recreate an educational present.

There are educational spaces and times to grow, create, transform and return to our essence.

We live in an intense era of social and digital creations. One of the best tools to recognize them, to highlight them is storytelling: telling stories that, like parables and tales, help us to understand how to open ourselves again to the impossible while pushing the possible, to the possible. ‘invisible while cultivating the visible, to the extraordinary while clearing the ordinary.

Michel Serres concluded the solemn session on “The new challenges of education” by: (…)everything has to be done again, no, since everything has to be done.

Yes, as far as the arts and pedagogy are concerned, everything still remains to be done, that is to say to create, to transform and to represent.

We invite researchers but also all teachers (preschool education, primary education, secondary education) and all artists interested in this issue of pedagogy in the service of the arts and the arts in the service of pedagogy to submit a proposal for a contribution (article or story) in one of the following axes:

• Architecture and Pedagogy

• Sculpture and Pedagogy

• Visual arts (painting, drawing) and Pedagogy

• Music and Pedagogy

• Literature and Pedagogy

• Performing arts (dance, theater, mime, circus) and Pedagogie

• Cinema and Pedagogy

• Media arts (radio, television, photography) and Pedagogy

• Comics and Pedagogy

• Multimedia (video games) and Pedagogy

Instructions and operation

➢ The author, before any engagement, will take cognizance of the general editorial policy of the publisher (GERFLINT), that of the journal and will comply with the editorial instructions and specifications. All of this information is directly accessible online:

https://gerflint.fr/politique-editoriale-generale

https://gerflint.fr/synergies-europe/politique-editoriale

https://gerflint.fr/synergies-europe/consignes-aux-auteurs

➢ The author of the article proposal will consult the journal publisher’s policy in terms of open access and archiving: https://v2.sherpa.ac.uk/id/publication/21190

➢ He will send to the editorial staff a summary of his draft article (300 words) followed by key words and some bibliographical references.

➢ The proposed articles must follow the spelling policy specified in the publisher’s editorial policy: https: //gerflint.fr/politique-editoriale-generale

➢ Positively evaluated articles are accepted for the current issue within the limits of the editorial space available. An article cannot have more than two authors. The names of collaborators who may have participated in the research are given in a note.

➢ Any proposal (French-speaking authors from Europe) not relating to the theme of this issue but to another area corresponding to the thematic coverage of the journal can be sent to the Editorial Board, always following the 25 instructions for authors.

➢ The journal has a permanent call for contributions within the framework of which it is possible to subscribe: https://gerflint.fr/synergies-europe

➢ Contact, information, sending articles and propositions:

[email protected]

Dates to remember :

Submission of proposals to the editorial staff (summary, 250 words maximum): up to’at 31 jJanuary 2022

Submission of the full article to the editorial staff : jusqu’to 30 June 2022

(see recommendations Supra and instructions to authors).

We thank you for your collaboration.