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<title><string language="fre"><![CDATA[Craft Apprenticeship and the Formation of Person - Marchand]]></string></title>
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<string language="fre"><![CDATA[The communication proposes that craft apprenticeship serve as a model of education that both teaches technical skills and provides the grouding for personal formation. The research is grounded in my long anthropological fieldwork as an apprentice to minaret builders in yemen and to mud masons in Mali, ansd as a woodwork trainee in East London. The ethnoggraphic evidence sipports an expanded notion of knowledge that exceeds language and includes the body and skilled performance. ultimately, the paper promotes a more penetrating investigation into the nature of communicatin from the body.]]></string></description>
<keyword><string language="fre"><![CDATA[Education]]></string></keyword><keyword><string language="fre"><![CDATA[Apprendre]]></string></keyword>
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NOTE:Luc Trouche is professor of didactics of mathematics in the French Institute of Education, École Normale Supérieure de Lyon, France. Interested in studying the role of tools in the learning of mathematics (Monaghan, Trouche &amp; Borwein 2016), he has contributed to develop the notion of instrumental orchestration (Trouche &amp; Drijvers 2014) for modeling the management, by a teacher, of available tools in the classroom. He focuses now on resource use/design and teacher professional development in the time of digitalization. This has led him to contribute to develop the documentational approach to didactics (Gueudet, Pepin &amp;Trouche 2012). In this perspective, the notion of teacher resource system appears crucial in order to understand teacher (developing) knowledge and the coherence of his/her activity. Studying the interactions between individual and collective teachers’ resource systems gives means for understanding the dynamics of these collectives, and for rethinking the way of supporting teacher development at a time of the ‘metamorphosis’ of teaching environments. Gueudet, G., Pepin, B., &amp; Trouche, L. (eds.) (2012). From Text to ‘Lived’ Resources: Mathematics Curriculum Materials and Teacher Development, New York, Springer Monaghan, J., Trouche, L., &amp; Borwein, J. (2016). Tools and Mathematics: Instruments for Learning, New York, Springer. Trouche, L., &amp; Drijvers, P. (2014). Webbing and orchestration. Two interrelated views on digital tools in mathematics education, Teaching Mathematics and Its Applications: International Journal of the Institute of Ma’thematics and its Applications, 33(3), 193-209. Luc Trouche est professeur de didactique des mathématiques à l’IFÉ – Institut Français de l’éducation, École Normale Supérieure de Lyon, France. Intéressé par l’étude du rôle des outils pour l’apprentissage des mathématiques (Monaghan, Trouche &amp; Borwein 2016), il a contribué à développer la notion d’orchestration instrumentale (Trouche &amp; Drijvers 2014) pour modéliser la gestion, par un professeur, des outils disponibles dans sa classe. Il s’intéresse désormais aux usages et à la conception de ressources par les enseignants, en relation avec leur développement professionnel dans cette période de numérisation des supports. Cela l’a conduit à contribuer à développer une approche documentaire du didactique (Gueudet, Pepin &amp; Trouche 2012). Dans cette perspective, la notion de système de ressources apparaît critique pour comprendre le développement des connaissances des enseignants et la cohérence de leur activité. Etudier les interactions entre les systèmes de ressources individuels et collectifs des enseignants donne des moyens pour comprendre la dynamique de ces collectifs, et pour repenser la manière de soutenir le développement professionnel des enseignants dans un temps de métamorphose des environnements pour apprendre. Gueudet, G., Pepin, B., &amp; Trouche, L. (eds.) (2012). From Text to ‘Lived’ Resources: Mathematics Curriculum Materials and Teacher Development, New York, Springer Monaghan, J., Trouche, L., &amp; Borwein, J. (2016). Tools and Mathematics: Instruments for Learning, New York, Springer. Trouche, L., &amp; Drijvers, P. (2014). Webbing and orchestration. Two interrelated views on digital tools in mathematics education, Teaching Mathematics and Its Applications: International Journalof the Institute of Ma’thematics and its Applications, 33(3), 193-209. 
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NOTE:After completing studies in architecture (McGill 1992), I was supported by an award from the Canadian International Development Agency to conduct field research on the mud-brick building practices and decorative styles in the Hausa Emirate of Zaria, Northern Nigeria. This study promoted the development of an anthropological approach to my core interests in architecture, building-craft knowledge and apprenticeship. My subsequent PhD in anthropology (SOAS 1999) included a lengthy firsthand apprenticeship with minaret builders in San'a, Yemen, and resulted in a first monograph Minaret Building &amp; Apprenticeship in Yemen (2001). Later, as a SOAS Lecturer, I resumed research with West African masons, this time working as a labourer and apprentice in Djenné, Mali (2001-2005) and supported by a grant from the British Academy. This produced a second monograph The Masons of Djenné (2009), winner of the Elliot P. Skinner Award from the Association for Africanist Anthropology and the 2010 Melville J. Herskovits Award from the African Studies Association. My work with Djenné's masons also resulted in a co-produced documentary film The Future of Mud: a tale of houses and lives in Djenné (with Susan Vogel and Samuel Sidibe, 2007), a London public lecture series and photographic exhibition at the Royal Institute of British Architects on Djenné: African City of Mud (2010), and a co-edited special issue of the journal Africa titled Knowledge in Practice (with Kai Kresse 2009). To learn more about him. 
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