Biosphere Reserves and Sustainable Development Goals 1

Angela Barthes is a professor at the University of Aix-Marseille, France, and specializes in environmental education and rural development. Catherine Cibien is director of the French committee of UNESCO’s Man and the Biosphere (MAB) Programme. Bruno Romagny 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.

Presentation of the Authors of the Two Volumes xi

Introduction xxi
Angela BARTHES, Catherine CIBIEN and Bruno ROMAGNY

Part 1 Biosphere Reserves and Sustainable Development Goals: Multidisciplinary Scientific Issues

Introduction to Part 1 3
Bruno ROMAGNY

Chapter 1 Man and the Biosphere: A Precursory Program for the Next World 7
Meriem BOUAMRANE and Didier BABIN

1.1 1971-2021, the beginnings of sustainable development 7

1.2 Making sure no one is left behind 9

1.3 Identification of gaps, risks and challenges 10

1.4 Valuable lessons learned from the transformation towards sustainable and resilient societies 11

1.5 Investments that may affect the building of sustainable and resilient societies 11

1.6 Integration of biodiversity within sustainable development policies 12

1.7 Policy recommendations to accelerate progress in building sustainable and resilient societies 13

1.8 Lessons learned from the Covid-19 crisis and perspectives for biosphere reserves for the next world 14

1.9 References 15

Chapter 2 Humans and Nature: A Story to be Rewritten 17
Magda BOU DAGHER KHARRAT, Éliane BOU DAGHER and Rhéa KAHALÉ

2.1 Homo sapiens, a species like the others 17

2.2 Homo sapiens, a nature modifier 17

2.3 The Mediterranean, more than a sea in the middle of the land 19

2.4 The academic sphere and the action in favor of biodiversity 20

2.5 Biosphere reserves and Sustainable Development Goals 21

2.6 References 23

Chapter 3 Social Representations, Collective Organization and Mediterranean Biosphere Reserves 25
Angela BARTHES, Bruno ROMAGNY, Jean-Marc LANGE, Lahoucine AMZIL, Roser MANEJA, Mohammed ADERGHAL and Véronique CHALANDO

3.1 Introduction 25

3.2 Social representations as an exploratory method of prior knowledge 27

3.3 How can social representations be defined? Some theoretical elements 28

3.4 How can social representations be defined? Central core and peripheral elements 29

3.5 The methodological elements of our study 30

3.6 Study results 32

3.7 Differences and similarities in the social representations of students 36

3.8 Addressing the issue of complexity versus focusing on the environment 37

3.9 Addressing the collective organization of society versus the recourse to individual action 39

3.10 Conclusion 39

3.11 References 40

Chapter 4 Challenges and Opportunities of Collaborative Research on Biosphere Reserves in the Mediterranean 43
Moustapha ITANI, Salma NASHABE TALHOUK, Wassim EL-HAJJ, Nivine NASRALLAH and Hannah ABOU FAKHER

4.1 Introduction 43

4.2 Collaborative research 43

4.3 Beneficial aspects of collaborative research 44

4.4 Challenges to collaborative research and data sharing 45

4.5 Motives behind collaborative research 46

4.6 The Mediterranean Basin: asymmetries between Northern and Southern Mediterranean countries 48

4.7 Travel limitations 51

4.8 Conclusion 55

4.9 References 56

Chapter 5 Scientific Tourism in Multi-Labeled Protected Areas: The Ecological Transition and Controversy in the Mountains 61
Mikaël CHAMBRU and Cécilia CLAEYS

5.1 Introduction 61

5.2 The ecological transition: from the injunctions to the different socio-political and cultural references 64

5.3 The trajectories of governance forms for a scientific tourism project 66

5.4 The ambiguities related to the touristic development of scientific culture 68

5.5 The environmental paradoxes of a scientific tourism project 71

5.6 Conclusion 73

5.7 References 75

Part 2 Educational Practices Relating to Biosphere Reserves: Balance and Prospects

Introduction to Part 2 81
Angela BARTHES

Chapter 6 Teaching How to Produce Differently at a Biosphere Reserve 83
Véronique CHALANDO and Angela BARTHES

6.1 Introduction 83

6.2 Curricular challenges of teaching how to "produce differently" 84

6.3 Technical knowledge and political movements 87

6.4 Knowledge conflicts and conflicts of values: the question of direction in the circulation of knowledge 88

6.5 Towards coherent criteria for analyzing agroecological literacy 89

6.6 Case study 92

6.7 Discussion 96

6.8 Conclusion 99

6.9 References 99

Chapter 7 The Sustainable Management of Biosphere Reserves: What Are the Challenges for Agricultural Education? 103
Nina ASLOUM, Guillaume GILLET and Laurent BEDOUSSAC

7.1 Introduction 103

7.2 Agroecology, from its emergence to the change of agricultural model 105

7.3 Social representations 107

7.4 Methodology 109

7.5 Data categorization 110

7.6 Results 110

7.7 Discussion 113

7.8 Conclusion 114

7.9 References 115

Chapter 8 Collective Skills from Partnerships Between Protected Areas and Teachers 119
Sylviane BLANC-MAXIMIN

8.1 Introduction 119

8.2 The educational partnership 121

8.3 Three case studies in a labeled rural territory 126

8.4 Presence of a collective skill and of the collective’s skill 131

8.5 Conclusion 134

8.6 Appendix 135

8.7 References 136

Chapter 9 The Instrumentalization of Education in Sustainable Development at the Service of Tourism: The Case of the Arganeraie 141
Salma ITSMAÏL and Bruno GARNIER

9.1 Introduction 141

9.2 Environmental crisis and inflation of alternative tourism 141

9.3 Tourism and sustainable development 143

9.4 Sustainable tourism and patrimony: educational issues 144

9.5 Towards a "sustainable strategy" 147

9.6 The Moroccan situation: a sustainable tourism policy in the ABR? 148

9.7 A cultural as well as a natural patrimony item: the argan tree 151

9.8 Between reality and opportunism: the instrumentalization of sustainable development 152

9.9 Education: the missing vector for sustainable tourism 158

9.10 Conclusion 161

9.11 References 161

Chapter 10 Biosphere Reserves and Political Skills Transfer in University Curricula 165
Melki SLIMANI, Angela BARTHES and Jean-Marc LANGE

10.1 Introduction 165

10.2 Towards a conceptual recontextualization of the political skill in the environmental field 166

10.3 Environmental political skill: Master’s degree in Man and the Biosphere - case study 170

10.4 Results and discussion 173

10.5 Conclusion: changing curricular morphologies 177

10.6 References 178

Chapter 11 Education and Mediation in the Arganeraie: Alliance Strategies Between Education and Tourism Actors? 183
Saïd BOUJROUF and Abdullah AÏT L’HOUSSAIN

11.1 Introduction 183

11.2 Locating the Arganeraie biosphere reserve 184

11.3 The ABR, a tourist landscape showcased by the media? 184

11.4 ABR landscape imaging and its dissemination 185

11.5 A confusion between education forms in the ABR: formal, non-formal and informal 186

11.6 Towards mediation in the ABR or the construction of an alliance and communication strategies between education and tourism actors 190

11.7 The territorial integration of the ABR - a condition for the alliance’s success: communication, mediation and media coverage 192

11.8 "Polarized" networks in the ABR: a tool for the alliance between education and tourism actors 194

11.9 Actor training for the development of capacities: skills and capability for communication management 195

11.10 Conclusion 197

11.11 References 198

List of Authors 201

Index 203

Summary of Volume 2 207