The notion of social acceptance is omnipresent in spatial planning policies. Impact assessments, participative policies, good governance practices or the social sustainability of planning projects implicitly reveal the importance of such a concern. This book aims at bringing to the light the acceptability criteria of spatial development projects.

This book brings together researchers specializing in the relationship between education and its territories, from rural schools to universities, as well as education officials, at national and local levels, who have been particularly involved in the territorial dimension of education.