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Beni Mellal
Environmental Economics and Dynamics of Fair and Sustainable Development
Challenges, Instruments and Perspectives
Countries such as Morocco and Senegal have embarked on ambitious transitions through their national sustainable development strategies, but they face a funding gap that limits their adaptive capacity. At the same time, the traditional ecological knowledge of indigenous communities—rooted in centuries of experience in ecosystem management—represents a valuable heritage for developing resilience models tailored to local contexts. It is within this framework that an international congress will bring together researchers, experts, and local stakeholders to identify economic and financial tools capable of supporting a just and balanced transition for Africa.
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Revue « Études en didactique des langues EDL »
The concept of linguistic insecurity emerged in the 1960s with the work of William Labov who believed that language reflects social stratification. This notion is used mainly by sociolinguists and language teachers and researchers. What links may exist between linguistic competence and insecurity? The subject remains relatively taboo in the teaching of foreign languages, be it for the language taught or the language of the country where it is taught. How can this phenomenon be defined and what are its contours? How can it bebe measured? How do feelings shift depending on context, experience, language, or other factors? What possible remedies or strategies are available to language teachers?
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Body awareness: therapy, practice, pedagogy
The theme of body awareness has been chosen for this conference, given the marked resurgence of interest in "reconnecting" with the body and sensations in our contemporary societies. We will concentrate on the different areas where body awareness offers new perspectives of practice and research, from healthcare to education, including the arts and sports. However, the increased visibility of this concept has also led to a proliferation of discourses and practices lacking any real conceptual or methodological foundation. These are often driven by the growing popularity of alternative or New Age approaches. The aim of this conference is to clarify the current situation by distinguishing between knowledge and practices that are supported by research and those that are not.
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Paris
In Collaboration On Cooperation : Research In Linguistics Within French-Polish Teams
Le colloque a pour objectif d’analyser les formes, enjeux et mécanismes de la collaboration internationale, de présenter des projets menés en équipes mixtes et de réfléchir aux défis contemporains de la discipline (humanités numériques, intelligence artificielle, diffusion des résultats, éthique). L’événement vise également à renforcer les partenariats existants et à favoriser l’émergence de nouvelles collaborations entre chercheurs des deux pays.
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Bordeaux
Unleashing Transformative and Decolonised Education for Sustainability in a Globalised World
The theme of the conference is grounded in the transformative learning paradigm applied to education for sustainable development (ESD). ESD is a central element in promoting “enlightened citizenship” for all students, but also in training future professionals who will integrate a sustainable development approach into their work, regardless of the sector. This call for contributions is based on UNESCO’s 2030 Roadmap for Education for Sustainable Development (ESD), published in 2020 and the 2022 Berlin Declaration, which places transformative ESD at its core.
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Enjeux des mutations contemporaines dans l’espace européen de l’enseignement supérieur (EEES)
This is a call for chapters. Since the 1990s, European and international policies (OECD, World Bank, Bologna Process) have reshaped universities within the European Higher Education Area around competitiveness, efficiency, employability, and international attractiveness. While massification and mobility have increased, deep inequalities in access and success persist, and new challenges, such as digitalisation, ecological transition, student experience, and academic freedom, remain insufficiently addressed. We therefore call for multidisciplinary contributions to critically examine the 21st-century university and whether it can truly meet the political, social, and democratic challenges of a rapidly changing world.
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Paris
Showing the “reality” of bodily engagements, showcasing manual skills
Issues and paradoxes of the digital capture of manual work
Organised as part of the ANR project Me3dAx, this study day aims to explore how contemporary digital technologies for capturing, preserving, modeling, or disseminating digital data can affect so-called “manual” practices—i.e., work-related, leisure, or semi-leisure activities that require bodily engagement.
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El Jadida
Towards a Reinvention of Language Teaching in Moroccan Universities
Linguistic, Literary and Didactic Dynamics
This conference proposes a reflection on the place and role of languages in Moroccan universities. In a context marked by plurilingualism, institutional reforms, and pedagogical transformations, it invites participants to rethink the objectives, practices, and purposes of language teaching. It aims to question the current challenges related to language policies, teacher education, innovative didactic approaches, and the role of literature in developing critical thinking. The overall ambition is to contribute to the construction of a Moroccan university model that is plurilingual, inclusive, and creative, in the service of high-quality training and student success.
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Geneva
This workshop, held at the University of Geneva on 16 June 2026, aims to foster reflection on the languages of student mobility from the nineteenth century to the present, through a historical perspective that has so far been little explored. In order to launch a historical reflection while remaining open to interdisciplinarity, the event will examine the tools and methods of language learning, as well as the actors involved in it, the learning environments, and the diplomatic stakes tied to the language of study.
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Meknes
Conference, symposium - Information
Intercultural Communication in the Era of Innovation and Artificial Intelligence
Practices, Challenges, and Perspectives
This conference proposes an in-depth reflection on practices, mechanisms, and issues related to intercultural communication, diversity training, organizational transformation, and the impact of emerging technologies—particularly artificial intelligence. These profound shifts call for rethinking communication methods, managerial practices, and learning processes in order to promote agility, cohesion, and collective performance. From this perspective, thinking globally means articulating often disconnected dimensions to better understand the complexity of contemporary human and organizational interactions.
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Bordeaux
The Systemic Nature of Discrimination: Recognize, Understand, Intervene
This symposium aims to examine the concept of systemic discrimination as a category of analysis that helps us understand the mechanisms and dynamics through which inequalities in treatment are reproduced and reinforced within institutions and social structures. Beyond examining individual or intentional discrimination, the aim is to understand how norms, practices, systems, and rationales can have discriminatory effects, even unintentionally, in various sectors, including health, higher education, housing, and employment.
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Istanbul
Norms and resistance in Mediterranean societies and beyond
The new edition of the International Conference on (Cyber)bullying (CICY) will focus on four themes aimed at furthering the study of cyberviolence: its forms and dynamics, vulnerabilities linked to life-course trajectories, issues related to terminology and social recognition, and the evaluation of prevention mechanisms and knowledge-transmission practices. Each theme invites critical and comparative analyses of individual, collective, and institutional responses to digital violence, as well as the tools used to understand and counter it.
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Brussels
Cultural Diversity and Inclusive Education: Otherness, Othering and Transformative Practices
The international conference in March 2026 at the Université libre de Bruxelles focuses on cultural diversity and inclusive education within the context of superdiversity. It highlights school tensions related to social, cultural, and linguistic inequalities as well as conflicts over justice and recognition. Since the 1990s, inclusive education promoted by UNESCO has expanded beyond integrating special needs students to embrace all forms of diversity. However, a gap remains between the ideal of inclusion and exclusionary practices tied to othering. The call for papers encourages an interdisciplinary approach involving sociology, anthropology, education sciences, philosophy, linguistics, and digital studies. Researchers and practitioners are invited to share their experiences and reflections, incorporating African and American perspectives to enrich the discussion. The goal is to rethink inclusive education beyond conventional views through comparative and postcolonial lenses.
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Paris
Anecdotes: Theory and Practice of Narrative
Journal Communications (2027) - varia
Across academic disciplines, the use of anecdote has received little attention. This despite the fact that they punctuate our professional and social practices : they are the stuff of our writing, our teaching, and our conversations. Present in the many sources, data, and materials that sustain the humanities and social sciences, anecdotes are also often decisive in the choice of our research objects. The freedom of tone that characterizes anecdotes allows overlooked or undervalued subjects to emerge, reshaping disciplines and their objects of study. The rise of research focused on marginalized people, social groups, and issues owes much to a renewed interest in sources once deemed unreliable – reported speech, hearsay, gossip, or indeed anecdote.
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Liège
Conference, symposium - Ethnology, anthropology
How do children engage in ritualised daily practices and rituals?
Ce colloque interdisciplinaire a pour thème les processus et expériences de transmission et d’apprentissage des savoirs et des compétences aux et par les enfants, sans présumer a priori des limites de l’enfance. Le questionnement central qui orientera les discussions concerne la façon dont, au sein de divers cadres socialisateurs, des contextes ritualisés – séculiers ou religieux – constituent le support d’intégration et de transformation de connaissances, modes de pensée, normes et valeurs, savoir-faire et attitudes.
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Tlemcen
Revue Plurilingue ELLiC - Volume 10, n°1 (2026)
The integration of digital technology into language teaching has transformed traditional pedagogical approaches, facilitating access to a wider range of interactive and personalized resources. However, this digital shift presents significant challenges regarding teaching methodologies and the skills needed to master new tools. While digital technology promises significant benefits in terms of flexibility, individualization, and material diversity, it also raises concerns about access inequality, learning quality, and the evolving role of the teacher.
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Limoges
Conference, symposium - Sociology
La misopédie dans les institutions
Misopedia is hatred of children (similar to misogyny, which refers to hatred of women). It is the feeling of contempt – most often unconscious – that we harbour towards younger people, the rejection we subject them to in the functioning of society. Being or having been a child is the one and only universal experience common to all human beings on the planet. And yet, from generation to generation, there is a recurring inability to empathise with childhood once we have left it behind. This misopedia is not universal, but it is quite widespread and varies, of course, according to time and place.
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The joy of teaching languages and through languages
A tribute to Michèle Valentin
This special issue of Les Langues Modernes pays tribute to Michèle Valentin by celebrating the joy of teaching languages and through languages. At a time when teaching is often associated with difficulty, the aim is to highlight its positive dimension as a source of passion, creativity and fulfilment. Language teaching—whether of widely spoken, lesser-taught or regional languages—elicits deep emotions and often involves strong personal commitment. Teaching throughlanguages (CLIL/EMILE, DNL, ETLV…) likewise fosters creativity and wonder through intercultural and disciplinary mediation. Contributions may explore positive emotions in relation to learning, teacher-student relationships, peer collaboration or pedagogical innovation. The issue will welcome both research articles and practice-based accounts, from early childhood to higher education.
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Revue « Études en didactique des langues »
Traditionally, language learning took place in a strictly defined space and time: the classroom, with its boundary walls and unchanging timetables, set in advance by the institution. Since the end of the 20th century, learning conditions have undergone major changes have led to adiversification of learning spaces, including language centers and homes, and to hybrid andmore flexible forms of learning. Learning time has also become fragmented, often altering the temporal regularity of yesteryear. What are the effects of these upheavals on learners and teachers alike?
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Experience and its dimensions in child language
Revue « Faits de Langues »
This special issue of Faits de Langues aims to explore the notion of experience in the study of child language. Its objective is to explore experience in practice (its role, its materiality, its processes, its evolution, etc.), the uses of language and language development. We thus seek to bring together research that, directly or indirectly, mobilizes and/or questions experience in different linguistic dimensions (role of interaction, genres of discourse, activities) and sociocultural dimensions (multilingualism, interculturality) and in a wide variety of situations and contexts (social, familial, institutional - educational, pedagogical, clinical -, children with typical and atypical development, etc.).
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