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.

A tool in the social sciences, gender can be crossed with generation in the anthropological or demographic sense. Age is always gendered: the periods of life are different depending on whether they take place in the shadow of the feminine or the masculine. This issue is dedicated to "boyness", i.e. the learning of the masculine in chilhood.

This dossier focuses on participatory research as a means to support collective change (social, organisational, etc.). It considers the methodological and epistemological conditions of the knowledge-co-production process from an educational perspective.

This dossier aims to develop didactic knowledge on a professional problem for history teachers and contribute to developing disciplinary didactics research. It focuses on the concept of contextualisation as an essential process in the disciplinary approach to history, both for historians and teachers.