Issue 71 of Repères questions the complexity of the concept of model in French language didactics. It represents a step towards epistemological clarification by proposing models developed by French language didacticians and tested through the analysis of data relating to teaching or training practices.

This special issue brings together a series of articles offering international and transnational perspectives on the history of education in the contemporary era. Covering a wide range of topics, countries, and periods, these studies provide an opportunity to discuss two important historiographical developments that have shaped the discipline.

To celebrate the hundredth edition of the journal, the editors-in-chief (Raymond Bourdoncle, Anne-Marie Chartier, Françoise Lantheaume, Patrick Rayou, Anne Barrère, Cédric Frétigné and Stéphanie Rubi) have chosen to republish key contributions which they introduce. Each author was then invited to react to their initial text.

What is popular education? What kind of education is it? And what are the people, and how do they express themselves here? In this latest issue of Diversité, we aim to give an overview of the transformations and debates currently taking place, and to understand the role that popular education plays, or can play, in the public education service.

The aim of the RDST 30 is to review research on climate change education, in order to understand how science and technology education fits into this landscape.

This issue examines the ways in which cultural capital is transmitted in the most culturally rich families, in the light of the osmotic transmission hypothesis first formulated by Pierre Bourdieu and Jean-Claude Passeron in "Les héritiers".

This volume of Repères focuses on teaching objects and learning subjects in pre-primary education. It explores this transitional space in the formation of the subject in terms of school and subject-based knowledge, and expectations in terms of learning, particularly language learning, by looking at the conditions of their appropriation.