Linking together educational and socio-educational intervention in the context of educational sucess. Empowerment in an ecosystemic perspective and impacts on practitioners
A decade ago, Lenoir, Larose, Deaudelin, Kalubi and Roy (2002) defined the educational intervention construct (EI) in the field of education and teaching. In a subsequent article (Terrisse, Larose & Couturier, 2003), we responded to the restrictive nature of the scope of the EI definition by suggesting a complementary construct: the educational and socio-educational intervention (ESEI). In this article, we look at the ESEI construct from a perspective in which practitioners’ competencies necessarily complement one another. Their central work is done directly with children in school, family, and community settings, as well as where these overlap, particularly when it concerns “educational success.” When applied, ESEI is thus characterized by its ecologic foundations and interdisciplinary nature.