Crises Et Renouveau Educatif Dans Un Monde Complexe : Introduction.

This SWG, which begins in July 2025, aims to share research in the history of education in relation to pedagogical models mobilized in periods of crisis, between 1870 and 1950, in an approach that intends to trace the itineraries of social actors engaged in inter and transnational phenomena (Vera & Fuchs, 2019), with a vision of transforming society in a complex world. Indeed, through this study, we will attempt to uncover the pedagogical issues mobilized and diverted during periods of conflict, and debate itafter defeats. If the war and post-war periods reveal a willingness to use different pedagogical methods, from early childhood to vocational training, to reinvent a lost identity as a state and democracy (Luc, Condette & Verneuil, 2020; Condette, 2014), pedagogy, to be renewed and transmitted, must be grounded both in theoretical models and in practices implemented by committed stakeholders in the education sector with a vision of transforming society. The questions we wish to address are as follows: How are we thinking about reception and inclusion in educational institutions during and after tragic periods? What educational and pedagogical practices are implemented? Who inspired and instigated them? When returning to normality, how do we proceed in concrete terms, with economic issues, but also psychological issues due to trauma and exile, physical issues due to wounds, and spiritual issues too? What are the signs of a rupture with the previous period and what continuities emerge in the educational practices of the transition periods? How do they help to reform education? In addition to outlining the main lines of work planned for the next 5 years, this introductory paper will highlight the main lines of work based onthe papers of the contributors.