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<p>Presentation of the Authors of the Two Volumes xi</p> <p>Introduction xxi<br /><i>Angela BARTHES, Catherine CIBIEN and Bruno ROMAGNY</i></p> <p><b>Part 1 Biosphere Reserves and Sustainable Development Goals: Multidisciplinary Scientific Issues</b></p> <p>Introduction to Part 1 3<br /><i>Bruno ROMAGNY</i></p> <p><b>Chapter 1 Man and the Biosphere: A Precursory Program for the Next World 7</b><br /><i>Meriem BOUAMRANE and Didier BABIN</i></p> <p>1.1 1971-2021, the beginnings of sustainable development 7</p> <p>1.2 Making sure no one is left behind 9</p> <p>1.3 Identification of gaps, risks and challenges 10</p> <p>1.4 Valuable lessons learned from the transformation towards sustainable and resilient societies 11</p> <p>1.5 Investments that may affect the building of sustainable and resilient societies 11</p> <p>1.6 Integration of biodiversity within sustainable development policies 12</p> <p>1.7 Policy recommendations to accelerate progress in building sustainable and resilient societies 13</p> <p>1.8 Lessons learned from the Covid-19 crisis and perspectives for biosphere reserves for the next world 14</p> <p>1.9 References 15</p> <p><b>Chapter 2 Humans and Nature: A Story to be Rewritten 17</b><br /><i>Magda BOU DAGHER KHARRAT, Éliane BOU DAGHER and Rhéa KAHALÉ</i></p> <p>2.1 Homo sapiens, a species like the others 17</p> <p>2.2 Homo sapiens, a nature modifier 17</p> <p>2.3 The Mediterranean, more than a sea in the middle of the land 19</p> <p>2.4 The academic sphere and the action in favor of biodiversity 20</p> <p>2.5 Biosphere reserves and Sustainable Development Goals 21</p> <p>2.6 References 23</p> <p><b>Chapter 3 Social Representations, Collective Organization and Mediterranean Biosphere Reserves 25</b><br /><i>Angela BARTHES, Bruno ROMAGNY, Jean-Marc LANGE, Lahoucine AMZIL, Roser MANEJA, Mohammed ADERGHAL and Véronique CHALANDO</i></p> <p>3.1 Introduction 25</p> <p>3.2 Social representations as an exploratory method of prior knowledge 27</p> <p>3.3 How can social representations be defined? Some theoretical elements 28</p> <p>3.4 How can social representations be defined? Central core and peripheral elements 29</p> <p>3.5 The methodological elements of our study 30</p> <p>3.6 Study results 32</p> <p>3.7 Differences and similarities in the social representations of students 36</p> <p>3.8 Addressing the issue of complexity versus focusing on the environment 37</p> <p>3.9 Addressing the collective organization of society versus the recourse to individual action 39</p> <p>3.10 Conclusion 39</p> <p>3.11 References 40</p> <p><b>Chapter 4 Challenges and Opportunities of Collaborative Research on Biosphere Reserves in the Mediterranean 43</b><br /><i>Moustapha ITANI, Salma NASHABE TALHOUK, Wassim EL-HAJJ, Nivine NASRALLAH and Hannah ABOU FAKHER</i></p> <p>4.1 Introduction 43</p> <p>4.2 Collaborative research 43</p> <p>4.3 Beneficial aspects of collaborative research 44</p> <p>4.4 Challenges to collaborative research and data sharing 45</p> <p>4.5 Motives behind collaborative research 46</p> <p>4.6 The Mediterranean Basin: asymmetries between Northern and Southern Mediterranean countries 48</p> <p>4.7 Travel limitations 51</p> <p>4.8 Conclusion 55</p> <p>4.9 References 56</p> <p><b>Chapter 5 Scientific Tourism in Multi-Labeled Protected Areas: The Ecological Transition and Controversy in the Mountains 61</b><br /><i>Mikaël CHAMBRU and Cécilia CLAEYS</i></p> <p>5.1 Introduction 61</p> <p>5.2 The ecological transition: from the injunctions to the different socio-political and cultural references 64</p> <p>5.3 The trajectories of governance forms for a scientific tourism project 66</p> <p>5.4 The ambiguities related to the touristic development of scientific culture 68</p> <p>5.5 The environmental paradoxes of a scientific tourism project 71</p> <p>5.6 Conclusion 73</p> <p>5.7 References 75</p> <p><b>Part 2 Educational Practices Relating to Biosphere Reserves: Balance and Prospects</b></p> <p>Introduction to Part 2 81<br /><i>Angela BARTHES</i></p> <p><b>Chapter 6 Teaching How to Produce Differently at a Biosphere Reserve 83</b><br /><i>Véronique CHALANDO and Angela BARTHES</i></p> <p>6.1 Introduction 83</p> <p>6.2 Curricular challenges of teaching how to "produce differently" 84</p> <p>6.3 Technical knowledge and political movements 87</p> <p>6.4 Knowledge conflicts and conflicts of values: the question of direction in the circulation of knowledge 88</p> <p>6.5 Towards coherent criteria for analyzing agroecological literacy 89</p> <p>6.6 Case study 92</p> <p>6.7 Discussion 96</p> <p>6.8 Conclusion 99</p> <p>6.9 References 99</p> <p><b>Chapter 7 The Sustainable Management of Biosphere Reserves: What Are the Challenges for Agricultural Education? 103</b><br /><i>Nina ASLOUM, Guillaume GILLET and Laurent BEDOUSSAC</i></p> <p>7.1 Introduction 103</p> <p>7.2 Agroecology, from its emergence to the change of agricultural model 105</p> <p>7.3 Social representations 107</p> <p>7.4 Methodology 109</p> <p>7.5 Data categorization 110</p> <p>7.6 Results 110</p> <p>7.7 Discussion 113</p> <p>7.8 Conclusion 114</p> <p>7.9 References 115</p> <p><b>Chapter 8 Collective Skills from Partnerships Between Protected Areas and Teachers 119</b><br /><i>Sylviane BLANC-MAXIMIN</i></p> <p>8.1 Introduction 119</p> <p>8.2 The educational partnership 121</p> <p>8.3 Three case studies in a labeled rural territory 126</p> <p>8.4 Presence of a collective skill and of the collective’s skill 131</p> <p>8.5 Conclusion 134</p> <p>8.6 Appendix 135</p> <p>8.7 References 136</p> <p><b>Chapter 9 The Instrumentalization of Education in Sustainable Development at the Service of Tourism: The Case of the Arganeraie 141</b><br /><i>Salma ITSMAÏL and Bruno GARNIER</i></p> <p>9.1 Introduction 141</p> <p>9.2 Environmental crisis and inflation of alternative tourism 141</p> <p>9.3 Tourism and sustainable development 143</p> <p>9.4 Sustainable tourism and patrimony: educational issues 144</p> <p>9.5 Towards a "sustainable strategy" 147</p> <p>9.6 The Moroccan situation: a sustainable tourism policy in the ABR? 148</p> <p>9.7 A cultural as well as a natural patrimony item: the argan tree 151</p> <p>9.8 Between reality and opportunism: the instrumentalization of sustainable development 152</p> <p>9.9 Education: the missing vector for sustainable tourism 158</p> <p>9.10 Conclusion 161</p> <p>9.11 References 161</p> <p><b>Chapter 10 Biosphere Reserves and Political Skills Transfer in University Curricula 165</b><br /><i>Melki SLIMANI, Angela BARTHES and Jean-Marc LANGE</i></p> <p>10.1 Introduction 165</p> <p>10.2 Towards a conceptual recontextualization of the political skill in the environmental field 166</p> <p>10.3 Environmental political skill: Master’s degree in Man and the Biosphere - case study 170</p> <p>10.4 Results and discussion 173</p> <p>10.5 Conclusion: changing curricular morphologies 177</p> <p>10.6 References 178</p> <p><b>Chapter 11 Education and Mediation in the Arganeraie: Alliance Strategies Between Education and Tourism Actors? 183</b><br /><i>Saïd BOUJROUF and Abdullah AÏT L’HOUSSAIN</i></p> <p>11.1 Introduction 183</p> <p>11.2 Locating the Arganeraie biosphere reserve 184</p> <p>11.3 The ABR, a tourist landscape showcased by the media? 184</p> <p>11.4 ABR landscape imaging and its dissemination 185</p> <p>11.5 A confusion between education forms in the ABR: formal, non-formal and informal 186</p> <p>11.6 Towards mediation in the ABR or the construction of an alliance and communication strategies between education and tourism actors 190</p> <p>11.7 The territorial integration of the ABR - a condition for the alliance’s success: communication, mediation and media coverage 192</p> <p>11.8 "Polarized" networks in the ABR: a tool for the alliance between education and tourism actors 194</p> <p>11.9 Actor training for the development of capacities: skills and capability for communication management 195</p> <p>11.10 Conclusion 197</p> <p>11.11 References 198</p> <p>List of Authors 201</p> <p>Index 203</p> <p>Summary of Volume 2 207</p>

<p><b>Angela Barthes</b> is a professor at the University of Aix-Marseille, France, and specializes in environmental education and rural development.</p> <p><b>Catherine Cibien</b> is director of the French committee of UNESCO’s Man and the Biosphere (MAB) Programme.</p> <p><b>Bruno Romagny</b> is an economist and director of research at the French National Research Institute for Sustainable Development (IRD - Institut de recherche pour le développement), Laboratoire populationenvironnement-développement (LPED), France.</p>

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