La ville est ici saisie par des théoriciens en sciences sociales, en arts plastiques, en littérature ainsi que par des praticiens de la ville, paysagistes, architectes ou urbanistes. A travers les différents éclairages apportés, c'est une nouvelle lecture de la ville que nous cherchons à dégager. Doit-elle continuer à osciller entre affranchissement et désenchantement, ou peut-on raisonnablement espérer la situer dans un nouvel espace - utopique? - qui impliquerait la révision des cultures?

Originally published in 2005. Citizen involvement - and the concept of partnership - in urban governance has long been a major issue in the transformation of local democracy. The move from delegated to participative forms of local government has, in principle, profound consequences for governance at the scale of cities. However, it is clear that partnership and participation are interpreted in many different ways, according to the traditions of government in different countries. This volume brings together the experiences of three countries in which very different approaches to participation are evident: Canada, France and the United Kingdom. By comparing and reflecting on these countries' approaches and the resulting changes in governance, it provides an in-depth analysis of the intentions and effects of involving citizens in policy making. It also highlights innovative new forms of partnership which are emerging within metropolitan areas at a local level.

Explores conceptions of politics in early modern France, and the controversies the word 'politique' attracted during the Wars of Religion.

The book weaves the story of the complex links between education and its territories. The aim here is to examine the education couple - understood in the broadest sense: school, college, high school, universities - and territory, according to three main axes: the history and the characterization of the different ties maintained And which the school and its territory always maintain; That of the categorization and characterization of the territories in which the school is situated, of the educational policies - both explicit and grassroots - connected with it and their effects on the school; That of recent pedagogical, didactic and organizational innovations. The book is based on French specialists in territorial education issues.

This work offers for the first time a complete list of all books published wholly or partially in the French language before 1601. Based on twelve years of investigations in libraries in France, the United Kingdom, the United States, Germany, the Netherlands and elsewhere, it provides an analytical short-title catalogue of over 52,000 bibliographically distinct items, with reference to surviving copies in over 1,600 libraries worldwide. Many of the items described are editions and even complete texts fully unknown and re-discovered by the project. French Vernacular Books is an invaluable research tool for all students and scholars interested in the history, culture and literature of France, as well as historians of the early modern book world. For vols. III & IV please go to French Books III & IV.