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Involved in my youth as an animator and trainer in the lay movement of the Girl Scouts and Pathfinders of France (EEDF), based on a non-directive pedagogy, I discovered very early the values \u200b\u200bof solidarity, openness and democracy.<\/p>\n
At the age of 21, after three years of training at the Higher Regional Institute of Social Work (IRTS) in Nancy, I worked as a social worker in the Vosges.\u00a0The job was to help people in difficulty in a region hit hard by unemployment, but also to participate in the implementation of local and national policies in a context of decentralization.<\/p>\n
This field experience was of great human and intellectual wealth.\u00a0Nevertheless, the question of the normalization and the social control, form of domination inherent to this function, made that I wished to leave this field.<\/p>\n
After having taken a university course and passed the CAPET (Certificate of Proficiency in Teaching Technical Teaching), I taught high school health sciences and social, Nancy and Toulouse.\u00a0The multidisciplinary approach of knowledge specific to this discipline and pedagogical approaches based on projects interested me a lot.<\/p>\n
Thanks to the CNED – for which I wrote courses online – I approached the audiovisual sector by participating in television broadcasts broadcast through “video transmissions interactive” (\u00a0VTI<\/a>\u00a0).\u00a0In 1994, when the\u00a0fifth channel<\/a>\u00a0was\u00a0announced\u00a0, I was thrilled by the idea that television could play a cultural and educational role in French society.<\/p>\n It is in this state of mind that I joined the team of Jean-Marie Cavada, director of\u00a0La Cinqui\u00e8me<\/a>\u00a0(1994-1998).\u00a0These years of construction of a new public channel were exciting.<\/p>\n Appointed program editor, I benefited from a great freedom in the writing of the emission concepts, while ensuring the follow-up of the stages of manufacture.\u00a0Thus were born\u00a0Qui vive<\/em>\u00a0or\u00a0The magazine of health<\/em>presented by Michel Cymes.<\/p>\n As part of this editorial responsibility, I had the pleasure of working very often with\u00a0Michel Serres<\/a>\u00a0and taking part in the scientific council he chaired, bringing together recognized researchers from multiple backgrounds, such as Jacqueline de Romilly, Yves Coppens and Ren\u00e9 R\u00e9mond. , Albert Jacquard or Jean Delumeau.\u00a0Very rich reflections on the place of sciences in society and on their relation to images were carried out within this body.<\/p>\n With Alain Brunet, IGEN (Inspector General of National Education), I was also involved in the\u00a0teaching unit<\/a>\u00a0and led many meetings on media education with teachers and educational leaders in the territory. metropolitan area and in the ultra-marine territories.<\/p>\n After these four years spent in the 5\u00a0th<\/sup>\u00a0, now 5, I chose to return to teaching at the IUFM (University Institute of Teacher Training) of Lorraine to return to contact with students, future teachers.<\/p>\n With my experience on television, I felt the need to engage in research.\u00a0Beyond the technical and commercial success of communication, it is to the question of meaning and therefore of the response to human and social needs over time that I wanted to be interested.<\/p>\n Knowing the professional environment, I became de facto a legitimate person.\u00a0I thus established committed relations with the actors, who trusted me and gave me access to many archives.\u00a0My interest fell on\u00a0Jean d’Arcy<\/a>\u00a0, considered the founding father of French television (1952-1959), engaged in the 1960s on issues of freedom of expression.<\/p>\n Manuela d’Arcy, widow of J. d’Arcy, gave me a large collection of handwritten notes, correspondence and working documents from all of her career.<\/p>\n This research work, conducted as part of a\u00a0DEA in CIS<\/a>\u00a0, published under the title\u00a0Jean d’Arcy, an ambition for television<\/em>\u00a0was the lever of a\u00a0more in-depth research<\/a>\u00a0,\u00a0Jean d’Arcy: thought and strategist of French television<\/em>\u00a0.<\/p>\n In the continuity of the work of researchers in media history and CIS, including those of Guy Lochard on the need to think otherwise the history of\u00a0television communication<\/a>\u00a0, my thesis proposed to question the thinking and logic of actors.<\/p>\n For G. Lochard, television communication obeys a number of structural and transhistorical laws present from the beginning of television.\u00a0This leads to being attentive to the mirages of the “immediate history” to focus first and foremost on periods more distant in time.<\/p>\n It is this choice that I made while being interested in the thought of Jean d’Arcy, which required a multidisciplinary approach taking into account the coexistence of several levels of temporalities (political, institutional, technical, professional, communicative) between which it was necessary to identify certain links relating to forms of “configurations” characteristic at this time and to its socio-cultural context.<\/p>\n My research topics have evolved throughout these years at the University.\u00a0It is a question of being guided by his questions, his interests, the chance of meetings, but also to participate in collective projects carried out within\u00a0his research laboratory<\/a>\u00a0.\u00a0This is how I wrote the biography of\u00a0Jean-Christophe Averty<\/a>\u00a0, director on French television.<\/p>\n If this scientific work of a life story requires the bonds of trust necessary to incite a witness to tell itself, it presents an opportunity for\u00a0multidisciplinary work<\/a>\u00a0that interests me.\u00a0These actors’ testimonies contain normative judgments on which the researcher can not ignore, especially as they constitute research materials and are important for the\u00a0memorial heritage<\/a>\u00a0.<\/p>\n Viewing the whole of Averty’s work, analyzing his personal archives, has been a\u00a0considerable work<\/a>\u00a0that still remains to be explored.\u00a0The\u00a0recent seminars<\/a>\u00a0testify to the interest to question the\u00a0early days of television<\/a>\u00a0.<\/p>\n Other research focuses on local television and territories.\u00a0With C\u00e9line S\u00e9gur, a member like me of the Center for research on mediations (Crem),\u00a0we investigated<\/a>\u00a0the expectations of TV audiences (ViaVosges) that attest to a cultural ambition for this local media.<\/p>\n In addition, I am also studying socially vivid issues (QSV) at school that base their social legitimacy by\u00a0new teachings<\/a>\u00a0such as the path of citizenship or health.\u00a0Thus, I question the way to transmit to children the essential values \u200b\u200bof living together based on\u00a0respect for the other<\/a>\u00a0, tolerance, listening, to teach them to question, to develop their\u00a0critical sense<\/a>\u00a0.<\/p>\n These socially vivid issues are the subject of controversy: they mobilize representations, values, arguments, which must be known to decipher.\u00a0From the point of view of the issues specific to the School, their particular nature calls for active teaching methods that question the place of the teacher, the mode of seeking information and its treatment, the construction of reasoning, the question of doubt, etc.<\/p>\n This is the challenge of research and training activities that explore the construction of responses adapted to these developments, particularly\u00a0in the media field.<\/a><\/p>\n If the position of distancing is necessary for academic work, it does not presuppose the absence of commitment because the research activity is not independent of the social world.\u00a0There is true knowledge only if its results are communicated and discussed.\u00a0It is the characteristic of a democratic society.<\/p>\n For that, it is imperative to debate publicly, in order to popularize the research, what I do like other colleagues during scientific events (colloquiums, study days,\u00a0Pint of Science<\/a>\u00a0), via\u00a0The Conversation<\/a>\u00a0or by my commitment within\u00a0the UNIRES network<\/a>\u00a0.\u00a0These interventions give us the opportunity to express ourselves on a subject and to have the pleasure of sharing our work.<\/p>\n The profession of teacher-researcher has many facets that are difficult to dissociate: scientific method, relational, pedagogy, curiosity … but also work, humility, patience and acceptance of doubt and uncertainty.\u00a0So many aspects that invite reflection and open to otherness.\u00a0I will repeat\u00a0Michel Foucault’s comments<\/a>\u00a0\u00a0: “The first thing we should learn is that knowledge is deeply linked to pleasure.\u00a0”<\/p>\n <\/p>\nFrom field to research<\/h4>\n
Multidisciplinary approaches<\/h4>\n
Social anchoring<\/h4>\n