Resources for Problematization in French Classroom Geography
Based on the descriptive-interpretive model (the model of didactic composition), this article presents that which characterizes problematization in learning classroom geography in terms of agency, being the capacity to appropriate and construct public space. Four categories of resources for problematization are presented through two case studies of teaching-learning which were experienced during teacher training. Issues intrinsic to problematization in geography are sketched around ways of defining unity and difference in space.