Graphical reporting and travel journal to be used as supports for intercultural education and citizenship

Graphical reporting and travel journal to be used as supports for intercultural education and citizenship  (intercultural journals and intercultural mobility)

The travelogue and travel reporting, a tool for training and learning, mobility for European institutions  and intercultural references

Extract from the letter of 5 February 2010 at the General Assembly of the AEDE France and November 21, 2010 at the conference “The school, the future of Europe? ‘

This practice is innovative in teaching literature since it is based on personal expression, inherited from the Freinet pedagogy [1] focused on an active learner based on field survey initiated to ethnography: Book the survey offers indeed a back and forth between ground and reflection through an inductive method [2]. It promotes writing a diary [3] as written to the other with a distancing indispensable bank personal data and purpose of initiation, sublimate the time and the confrontation with the Other. This personal approach can be considered for a professional project guidance to fix the memory and the evolution of the course: it is in fact a kind of “human capital” [4], “existential projection,” in the words Alain Taupin [5]. The process personal achievement book arouses curiosity, sharpens the eye, awaken emotions and puts the thought in motion: thus builds a humanistic culture, and from there, can perform a formative evaluation to measure the specific investment the creator.

The book features educational travel are in fact based on the various functions of illustration and image-witness (photo), development of a message (graphic arts), documentary aspects of reality (conceptual image) representation of art (painting) … – and it raises cognitive skills :

– Spatial organization and creation of original image where text is wrapped in a single graphic composition,

– Narrative of displacement over the pages linked by a graphic more or less obvious,

– Force generated by questioning the journey, which is the change of benchmarks and the confrontation with the other hand, the other, other cultural referents,

– Double vocation of the hybrid genre of narrative time and place mentioned / psychology and intention of the author,

– Scripted narrative to witness and experience a shift in words and images.

In addition, the artistic forge the spirit of creativity, innovation and spatialization, the right hemisphere of the brain, the center of the image, spatiality, inclusiveness, intuition and snapshot is probably not enough mobilized in education then it can play an undeniable role in the formation of the individual. It opens, among others, the way of drawing that is outside the world record, the seat of the left hemisphere (rationality, logic, analysis and abstraction) as noted by Betty Edwards in her book “Drawing with the right brain” (Eyrolles, 2002) explains his approach: “The overall competence to draw something that we see (a person, object or landscape) requires only five basic skills entirely focused on perception and not any capacity drawing: – the perception of edges. – The perception of spaces – the perception of relations – the perception of lights and shadows – the perception of everything “. [6] In short, you need to know to be able to watch draw, already sensed that the sculptor Rodin: “It is because I see that I created.”

Also foster this competence through the completion of a travelogue could be relevant in the context of teaching creative documentary that combines the dual jurisdiction of the analysis of information and field observation. This is what projects travelogues we installed three years ago with some colleagues teacher-librarians [7] tried to offer Bordeaux: at once documentary and artistic, between news media and work of art, they are modeled on the editorial genre that oscillates tourist guide book artist. In continuation of actions in the Auvergne Academy since 2001 (Price and day students training and internship PAF), we also tested this tool in different fields such as education and intercultural education citizenship, heritage education, the environment and sustainable development.

And experiment with various drawing techniques could be a key to mobilizing spatial cognitive abilities: thumbnail sketch or rough which requires rapid gesture drawings observation takes time, sketches (such as book-anthropologist anthropologist) maps, plans or drawings that require adaptation explanatory sketches or preparatory drawing for a painting or a composition that requires disposal as artistic drawings imagination, memories or from photographs, cartoons … etc. The travel is defined primarily as indeed a mosaic image of graphic processes from a juxtaposition of artistic and authentic documents, traces or clues. It is a day to synthesize a page consists of multiple images that narrate the events for a possible reading: it therefore requires some adaptation to the reader who must decrypt the page and understand visual notes transcribed by carnettiste – postpone or artist. It should read the images travelogue.

In addition, the travelogue is a plastic creation for innovative artistic and cultural education as it promotes different skills: you must know t transmit the experience of the awakening of all the senses, the authentic witness through dialogue between design and build objects and clues of a museum staff (or cabinet of curiosities), illustrate the cultural differences using the symbolism of colors and pigments, trace the journey with the charter graphic and railway immerse themselves in “exoticism” [8] or the identity of the country by creating a book-object, recreate the atmosphere of a place but also discover the environment, heritage, culture and arts of the country through the “graphic story”.

And training in visual arts is complete because the student uses various graphic processes (calligraphy, typography, drawing techniques, materials, photography), experimenting with various functions of the design (observation, preparatory, explanatory diagram study composition, manufacturing plan) but also think the media circulation of the medium [9].

This teaching tool also serves the implementation of education programs: the image education since 2000 in college (letters, arts and geo-hist), the teaching of history arts since 2008, compulsory patent in 2011, Intercultural education [10] with the language and cultural competence in the teaching of art history [11], environmental education and sustainable development and peace education, tolerance and anthropology.

Concerning more specifically the formation of European citizenship, it would seem to be a suitable tool [12]. Its advantages are undeniable effect in the context of a centered pedagogy expression, creativity, image and imagination [13] to raise awareness of an ethic of respect and curiosity about the world that promotes adaptability and promote innovation, initiation and mobility [14]. This tool “intermedia”, blog or vblog is open communication and collaboration for intercultural mediation and intercultural education. The travel is the exercise of an art experiment that promotes a sensitive eye on each other and allows the expression of identity of a look-witness to the world. Personal tool for research and inspiration for artists, it is also for the traveler ethnographer or anthropologist support reflection on the views and sights of cultural difference, a structured living memory that allows you to project into the future (draft). It places the author in a position to book artist through education under that promotes creativity and seeks graphical reporting and sociological approach to “witness and become runner”. It would facilitate the identification and sharing through singular.

Since the travelogue is defined as the autobiography of a journey in which the image is central to the text, the hybrid genre of the story would have a dual purpose (time and place mentioned / psychology and the author’s intentions ): for students, it is objectively write it relates, on the model of the documentary, but also to translate his feelings (instincts of love or rejection, and expressive vocabulary words with strong connotations) and impressions (five senses) as evoked diary or biography. In addition, the imaginary books “on no …” have a role as the initiatory passage reading takes to travel to travel. The contributions of the dream trip (as far as experience) is undeniable that the reader becomes traveler through literature and the imagination of travel [15] :

“There is a complete man that who has traveled extensively, has changed twenty times the form of his thought and life” Lamartine.

[1] Title of the magazine type photo album created in 1994 by PEMF publications.

[2] With reference to the literature on intercultural education and Gisele Mojavet Anne Provost.

[3] With reference to publications Rémi Hess, Professor at Paris VIII.

[4] Title of the workshop organized by Patrice Delegate at the Congress “International mobility: the letter and the spirit”, on 28 and 29 June 2010 in Bordeaux. Publication of the Acts of Congress in 2011.

[5] Deputy Director ONISEP: intervention in the workshop “You said human capital? “When Congress International Mobility: the letter and the spirit”, on 28 and 29 June 2010 in Bordeaux. Publication of the Acts of Congress in 2011.

[6] Website of Betty Edwards:

[7] projects supervised by fellow teachers below:

Monique Dinand, teacher – librarian (project “European heritage book”)

Françoise Goirand, teacher of applied arts (project “book artist and professional journey of initiation”)

Sophie Jeanjean, teacher – librarian (project “Interculturalités and live together”)

Marylène Dickinson, a French teacher in England (project “Intercultural English book-Indians in South India”)

[8] According to Victor Segalen ‘perceive the various “to access the other.

[9] The two notions of intermediality and artialité are at the heart of the problem of the doctoral thesis supported on this kind in the CIS University of Bordeaux III December 10, 2010.

[10] With reference to Intercultural Dialogue of the Council of Europe in 1975.

[11] See BOEN No. 32 of August 28, 2008: “Art and cultural identities: otherness and dialogue” in college, in the theme of “Art creations cultures” and in high school, “Arts, Societies, Cultures” .

[12] Note: the experience of the Ministry «My notebook Europe”, three books holidays for 7-15 years.,

[13] European projects develop creative skills: a thematic year returns bearing results. Sylvie Thomas. Agence Europe Education Formation France, Soléo the spirit move!, March 2010, No. 22.


[15] Reflection developed pedagogical perspective in 2002 the Academy of Reims: See the article “Intercultural awareness on trade, travel: toward anthropology and creativity,” Pascale Argod, InterCDI, No. 177 , May-June 2002.

Pascale Argod

Enseignante PRCE à l'université de Bordeaux (INSPE d'Aquitaine) et chercheuse au sein de l'équipe du MICA (2246 - Médiation, information, communication, art) de l'université de Bordeaux Montaigne, requalifiée en SIC (2010 - 2024 par le Conseil national des universités), Docteur en sciences de l'information et de la communication.

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