Catherine Blaya was a Lecturer at the IUFM of Aquitaine, before becoming a Professor of Educational Sciences at IREDU (University of Burgundy) and then at the University of Nice Sophia Antipolis. Before returning to Nice, she was on secondment as Professor at the EBU of Specialized Pedagogy at the Haute Ecole Pédagogique de Lausanne where she directed LASALE.
Her research focuses on comparative studies on the problems of violence in the school environment, juvenile delinquency, dropping out of school, cyberviolence and incitement to hatred on the Internet. She directs French research within the framework of the Eu Kids Online group and participates in numerous European projects for prevention and
She was the president of the International Observatory of Violence in Schools until June 2018 after having directed the European Observatory of Violence in the School Environment.
She is a member of the scientific committee of Digital Renaissance, E-childhood and the association Prévenance and she regularly participates in round tables on her research subjects, for example “Cyberviolence: youth practices and school climate” in 2011 at the Évreux Education Film Festival.
She experimented with Professor Laurier Fortin's Trait d'Union prevention program against dropping out of school ( University of Sherbrooke ) in France and adapted it to the French system. This program "(I) ADHERE", allows to warn at the level of the pupils (individual follow-up) and the school environment (school climate) thus proposing a systemic approach. It is currently implemented in the academy of Dijon ( Montceau-les-Mines ), the Var and the Alpes Maritimes.
Laurent Heiser taught for 14 years as a secondary school English teacher and was involved in the Digital Plan for Education, before becoming an ICT teacher at the Institut National Supérieur du Professorat et de l'Éducation in Nice (University Côte d’Azur).
His PhD led him to become interested in the notion of lived experience. He proposes to extend the method of restitution, known as REMIND (Schmitt and Aubert, 2017), in educational situations. He can thus produce accounts of course experiences of both teachers and students. His research also leads him to an analysis of numerical practices in work situations in a critical perspective that makes it possible to say whether individuals increase (or not) their knowledge and know-how
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