{"id":{"repo_id":"sherbrooke","oai_identifier":"oai:usherbrooke.scholaris.ca:11143/23147"},"canonical_url":"https://search.dev.ndltd.org/etd/sherbrooke/oai:usherbrooke.scholaris.ca:11143/23147","repository":{"repo_id":"sherbrooke","name":"Université de Sherbrooke","base_url":"https://usherbrooke.scholaris.ca/server/oai/request"},"display":{"title":"Interventions ontologiques et épistémologiques en enseignement supérieur pour la justice cognitive : étude de cas du réseau Ecoversities Alliance","abstract":"This Master’s thesis is grounded in the idea that, despite their positive contributions to society, dominant higher education institutions (HEIs) also generate and perpetuate certain forms of cognitive injustice by overvaluing some ways of being and knowing at the expense of others. To counter this trend, this research project explores alternative forms of higher education that aim to promote cognitive justice—that is, the active recognition and dialogical engagement of diverse ways of being and knowing (Visvanathan, 2006, 2009, 2016). Cognitive justice is at the heart of this project, as it is documented that it can lead to numerous social and environmental benefits that support and preserve multiple forms of life on Earth (de Sousa Santos, 2016, 2017; Leibowitz, 2017; Porto, 2019). More specifically, this research project consists of a case study conducted in partnership with the Ecoversities Alliance, a network comprising more than 260 alternative higher education initiatives around the world, known as “ecoversities.” The objective of the research is to describe how the Ecoversities Alliance and its member organizations (ecoversities) aim to promote cognitive justice. For this purpose, the conceptual framework draws on the concept of cognitive justice (de Sousa Santos, 2014, 2017; Visvanathan, 2006, 2009, 2016) as well as the TREE model (de Oliveira Andreotti et al., 2018; Mika et al., 2020), which helps analyse ontological, epistemological, and methodological interventions within educational projects. The study includes a documentary analysis of articles (n = 28) written by members (founders, learners, and educators) of the Alliance, as well as an empirical analysis involving interviews with founders or directors of ecoversities (n = 10). The findings and interpretation are presented through three articles. The first article outlines the ways of being and knowing valued within different ecoversities. Ontologically, it highlights their conceptions of reality, existence, space, and time, which differ from those generally valued by dominant higher education institutions. The second article focuses on the epistemological interventions deployed by ecoversities. The analysis highlights the different types of knowledge valued within various ecoversities as well as some strategies adopted by the Ecoversities Alliance network to foster dialogue between ecoversities that adhere to different ways of being and knowing in order to promote cognitive justice. Finally, the third article identifies the challenges faced by ecoversities, and proposes a series of levers to address them, and identifies skills deemed relevant to support this work. Overall, this thesis is part of a rapidly expanding field of research, at the intersection between cognitive justice and higher education. It is distinguished by its ontological and epistemological analysis, which is still rare in work on higher education (Stein, 2019). The discussion and conclusion are an invitation to transpose the results of this research into the current societal context, by addressing different stakeholders: those involved in the development of alternatives in higher education, teachers who wish to promote cognitive justice, those responsible for developing educational policies, as well as managers of higher education institutions wishing to contribute to a more equitable world.","abstract_html":"This Master’s thesis is grounded in the idea that, despite their positive contributions to society, dominant higher education institutions (HEIs) also generate and perpetuate certain forms of cognitive injustice by overvaluing some ways of being and knowing at the expense of others. To counter this trend, this research project explores alternative forms of higher education that aim to promote cognitive justice—that is, the active recognition and dialogical engagement of diverse ways of being and knowing (Visvanathan, 2006, 2009, 2016). Cognitive justice is at the heart of this project, as it is documented that it can lead to numerous social and environmental benefits that support and preserve multiple forms of life on Earth (de Sousa Santos, 2016, 2017; Leibowitz, 2017; Porto, 2019). More specifically, this research project consists of a case study conducted in partnership with the Ecoversities Alliance, a network comprising more than 260 alternative higher education initiatives around the world, known as “ecoversities.” The objective of the research is to describe how the Ecoversities Alliance and its member organizations (ecoversities) aim to promote cognitive justice. For this purpose, the conceptual framework draws on the concept of cognitive justice (de Sousa Santos, 2014, 2017; Visvanathan, 2006, 2009, 2016) as well as the TREE model (de Oliveira Andreotti et al., 2018; Mika et al., 2020), which helps analyse ontological, epistemological, and methodological interventions within educational projects. The study includes a documentary analysis of articles (n = 28) written by members (founders, learners, and educators) of the Alliance, as well as an empirical analysis involving interviews with founders or directors of ecoversities (n = 10). The findings and interpretation are presented through three articles. The first article outlines the ways of being and knowing valued within different ecoversities. Ontologically, it highlights their conceptions of reality, existence, space, and time, which differ from those generally valued by dominant higher education institutions. The second article focuses on the epistemological interventions deployed by ecoversities. The analysis highlights the different types of knowledge valued within various ecoversities as well as some strategies adopted by the Ecoversities Alliance network to foster dialogue between ecoversities that adhere to different ways of being and knowing in order to promote cognitive justice. Finally, the third article identifies the challenges faced by ecoversities, and proposes a series of levers to address them, and identifies skills deemed relevant to support this work. Overall, this thesis is part of a rapidly expanding field of research, at the intersection between cognitive justice and higher education. It is distinguished by its ontological and epistemological analysis, which is still rare in work on higher education (Stein, 2019). The discussion and conclusion are an invitation to transpose the results of this research into the current societal context, by addressing different stakeholders: those involved in the development of alternatives in higher education, teachers who wish to promote cognitive justice, those responsible for developing educational policies, as well as managers of higher education institutions wishing to contribute to a more equitable world.","abstract_has_math":false,"creators":["Moliner-Roy, Clément"],"institution":"Université de Sherbrooke","degree_name":"M.A.","degree_level":"Maîtrise","degree_discipline":"Pédagogie","degree_department":null,"school":null,"contributors":[],"advisors":["Gagnon, Claudia"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T21:07:53Z","subjects":["Enseignement supérieur","Justice cognitive","Ontologies","Épistémologies","Higher education","Cognitive justice","Écoversités","Savoirs"],"languages":["fr","en"],"rights":[],"rights_urls":["http://creativecommons.org/licenses/by-nc-sa/4.0/"],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.71892/11143/982"],"render_values":[{"text":"https://doi.org/10.71892/11143/982","href":"https://doi.org/10.71892/11143/982","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/11143/23147","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Gagnon, Claudia"]},{"key":"dc:creator","label":"Author","values":["Moliner-Roy, Clément"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-08-25"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-08-25T19:00:33Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["Université de Sherbrooke"]},{"key":"dc:type","label":"Dc Type","values":["Mémoire de maîtrise"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Pédagogie"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Maîtrise"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Université de Sherbrooke"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Enseignement supérieur","Justice cognitive","Ontologies","Épistémologies","Higher education","Cognitive justice","Écoversités","Savoirs"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["fr","en"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://creativecommons.org/licenses/by-nc-sa/4.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.71892/11143/982"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/11143/23147"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This Master’s thesis is grounded in the idea that, despite their positive contributions to society, dominant higher education institutions (HEIs) also generate and perpetuate certain forms of cognitive injustice by overvaluing some ways of being and knowing at the expense of others. To counter this trend, this research project explores alternative forms of higher education that aim to promote cognitive justice—that is, the active recognition and dialogical engagement of diverse ways of being and knowing (Visvanathan, 2006, 2009, 2016). Cognitive justice is at the heart of this project, as it is documented that it can lead to numerous social and environmental benefits that support and preserve multiple forms of life on Earth (de Sousa Santos, 2016, 2017; Leibowitz, 2017; Porto, 2019). More specifically, this research project consists of a case study conducted in partnership with the Ecoversities Alliance, a network comprising more than 260 alternative higher education initiatives around the world, known as “ecoversities.” The objective of the research is to describe how the Ecoversities Alliance and its member organizations (ecoversities) aim to promote cognitive justice. For this purpose, the conceptual framework draws on the concept of cognitive justice (de Sousa Santos, 2014, 2017; Visvanathan, 2006, 2009, 2016) as well as the TREE model (de Oliveira Andreotti et al., 2018; Mika et al., 2020), which helps analyse ontological, epistemological, and methodological interventions within educational projects. The study includes a documentary analysis of articles (n = 28) written by members (founders, learners, and educators) of the Alliance, as well as an empirical analysis involving interviews with founders or directors of ecoversities (n = 10). The findings and interpretation are presented through three articles. The first article outlines the ways of being and knowing valued within different ecoversities. Ontologically, it highlights their conceptions of reality, existence, space, and time, which differ from those generally valued by dominant higher education institutions. The second article focuses on the epistemological interventions deployed by ecoversities. The analysis highlights the different types of knowledge valued within various ecoversities as well as some strategies adopted by the Ecoversities Alliance network to foster dialogue between ecoversities that adhere to different ways of being and knowing in order to promote cognitive justice. Finally, the third article identifies the challenges faced by ecoversities, and proposes a series of levers to address them, and identifies skills deemed relevant to support this work. Overall, this thesis is part of a rapidly expanding field of research, at the intersection between cognitive justice and higher education. It is distinguished by its ontological and epistemological analysis, which is still rare in work on higher education (Stein, 2019). The discussion and conclusion are an invitation to transpose the results of this research into the current societal context, by addressing different stakeholders: those involved in the development of alternatives in higher education, teachers who wish to promote cognitive justice, those responsible for developing educational policies, as well as managers of higher education institutions wishing to contribute to a more equitable world.","Ce mémoire est fondé sur l’idée que, malgré leurs contributions positives à la société, les établissements d’enseignement supérieur dominants contribuent à la production et à la perpétuation de certaines injustices cognitives en valorisant de manière excessive certaines façons d’être et de savoir au détriment d’autres. Pour renverser cette tendance, ce projet de recherche s’intéresse aux alternatives d’enseignement supérieur qui visent à promouvoir la justice cognitive, entendue comme la reconnaissance active et la mise en dialogue de différentes façons d’être et de savoir (Visvanathan, 2006, 2009, 2016). La justice cognitive est au cœur de ce projet, car il est documenté qu’elle peut engendrer de nombreuses retombées sociales et environnementales favorables à la préservation et au soutien de multiples formes de vie sur Terre (de Sousa Santos, 2016, 2017; Leibowitz, 2017; Porto, 2019). Plus précisément, ce projet de recherche consiste en une étude de cas menée en partenariat avec le réseau Ecoversities Alliance, qui regroupe plus de 260 alternatives d’enseignement supérieur à travers le monde, appelées « écoversités ». L’objectif de la recherche est de décrire comment le réseau d’enseignement supérieur Ecoversities Alliance et les organisations membres qui le composent (écoversités) visent à promouvoir la justice cognitive. Pour ce faire, le cadre conceptuel s’appuie sur le concept de justice cognitive (de Sousa Santos, 2014, 2017; Visvanathan, 2006, 2009, 2016) ainsi que sur le modèle TREE (de Oliveira Andreotti et al., 2018; Mika et al., 2020) qui permet d’analyser les interventions ontologiques, épistémologiques et méthodologiques au sein de projets éducatifs. L’étude comporte un volet théorique d’analyse documentaire d’articles (n = 28) écrits par les membres (personnes fondatrices, apprenantes et enseignantes) du réseau ainsi qu’un volet empirique qui consiste en l’analyse d’entrevues avec des personnes fondatrices ou directrices d’écoversités (n = 10). Les résultats et l’interprétation sont présentés à travers trois articles. Le premier article permet d’exposer les façons d’être et de savoir valorisées au sein de différentes écoversités. Sur le plan ontologique, il met en lumière leurs conceptions de la réalité, de l'existence, de l'espace et du temps, qui se distinguent de celles généralement valorisées par les établissements d'enseignement supérieur dominants. Le deuxième article s’intéresse aux interventions épistémologiques déployées par les écoversités. L’analyse expose les différents types de savoirs valorisés au sein de diverses écoversités ainsi que certaines stratégies déployées par le réseau Ecoversities Alliance pour favoriser le dialogue entre les écoversités qui adhèrent à différentes façons d’être et de savoir afin de promouvoir la justice cognitive. Finalement, le troisième article recense les défis rencontrés par les écoversités, propose une série de leviers pour y faire face, et identifie des compétences jugées pertinentes pour soutenir ce travail. En somme, ce mémoire s’inscrit dans un champ de recherche en pleine expansion, à l’intersection entre la justice cognitive et l’enseignement supérieur. Il se distingue notamment par une analyse à la fois ontologique et épistémologique, encore peu fréquente dans les travaux portant sur l’enseignement supérieur (Stein, 2019). La discussion et la conclusion invitent à réfléchir à la transposition des résultats de cette recherche dans le contexte sociétal actuel, en s’adressant à différentes parties prenantes : les personnes engagées dans le développement d’alternatives en enseignement supérieur, les personnes enseignantes qui désirent promouvoir la justice cognitive, les responsables de l’élaboration des politiques éducatives, ainsi que les gestionnaires d’établissements d’enseignement supérieur désireux de contribuer à un monde plus juste."]},{"key":"dc:title","label":"Title","values":["Interventions ontologiques et épistémologiques en enseignement supérieur pour la justice cognitive : étude de cas du réseau Ecoversities Alliance"]}]}],"canonical_facts":{"dc:contributor.advisor":["Gagnon, Claudia"],"dc:creator":["Moliner-Roy, Clément"],"dc:date.accessioned":["2025-08-25"],"dc:date.available":["2025-08-25T19:00:33Z"],"dc:date.issued":["2025"],"dc:description.abstract":["This Master’s thesis is grounded in the idea that, despite their positive contributions to society, dominant higher education institutions (HEIs) also generate and perpetuate certain forms of cognitive injustice by overvaluing some ways of being and knowing at the expense of others. To counter this trend, this research project explores alternative forms of higher education that aim to promote cognitive justice—that is, the active recognition and dialogical engagement of diverse ways of being and knowing (Visvanathan, 2006, 2009, 2016). Cognitive justice is at the heart of this project, as it is documented that it can lead to numerous social and environmental benefits that support and preserve multiple forms of life on Earth (de Sousa Santos, 2016, 2017; Leibowitz, 2017; Porto, 2019). More specifically, this research project consists of a case study conducted in partnership with the Ecoversities Alliance, a network comprising more than 260 alternative higher education initiatives around the world, known as “ecoversities.” The objective of the research is to describe how the Ecoversities Alliance and its member organizations (ecoversities) aim to promote cognitive justice. For this purpose, the conceptual framework draws on the concept of cognitive justice (de Sousa Santos, 2014, 2017; Visvanathan, 2006, 2009, 2016) as well as the TREE model (de Oliveira Andreotti et al., 2018; Mika et al., 2020), which helps analyse ontological, epistemological, and methodological interventions within educational projects. The study includes a documentary analysis of articles (n = 28) written by members (founders, learners, and educators) of the Alliance, as well as an empirical analysis involving interviews with founders or directors of ecoversities (n = 10). The findings and interpretation are presented through three articles. The first article outlines the ways of being and knowing valued within different ecoversities. Ontologically, it highlights their conceptions of reality, existence, space, and time, which differ from those generally valued by dominant higher education institutions. The second article focuses on the epistemological interventions deployed by ecoversities. The analysis highlights the different types of knowledge valued within various ecoversities as well as some strategies adopted by the Ecoversities Alliance network to foster dialogue between ecoversities that adhere to different ways of being and knowing in order to promote cognitive justice. Finally, the third article identifies the challenges faced by ecoversities, and proposes a series of levers to address them, and identifies skills deemed relevant to support this work. Overall, this thesis is part of a rapidly expanding field of research, at the intersection between cognitive justice and higher education. It is distinguished by its ontological and epistemological analysis, which is still rare in work on higher education (Stein, 2019). The discussion and conclusion are an invitation to transpose the results of this research into the current societal context, by addressing different stakeholders: those involved in the development of alternatives in higher education, teachers who wish to promote cognitive justice, those responsible for developing educational policies, as well as managers of higher education institutions wishing to contribute to a more equitable world.","Ce mémoire est fondé sur l’idée que, malgré leurs contributions positives à la société, les établissements d’enseignement supérieur dominants contribuent à la production et à la perpétuation de certaines injustices cognitives en valorisant de manière excessive certaines façons d’être et de savoir au détriment d’autres. Pour renverser cette tendance, ce projet de recherche s’intéresse aux alternatives d’enseignement supérieur qui visent à promouvoir la justice cognitive, entendue comme la reconnaissance active et la mise en dialogue de différentes façons d’être et de savoir (Visvanathan, 2006, 2009, 2016). La justice cognitive est au cœur de ce projet, car il est documenté qu’elle peut engendrer de nombreuses retombées sociales et environnementales favorables à la préservation et au soutien de multiples formes de vie sur Terre (de Sousa Santos, 2016, 2017; Leibowitz, 2017; Porto, 2019). Plus précisément, ce projet de recherche consiste en une étude de cas menée en partenariat avec le réseau Ecoversities Alliance, qui regroupe plus de 260 alternatives d’enseignement supérieur à travers le monde, appelées « écoversités ». L’objectif de la recherche est de décrire comment le réseau d’enseignement supérieur Ecoversities Alliance et les organisations membres qui le composent (écoversités) visent à promouvoir la justice cognitive. Pour ce faire, le cadre conceptuel s’appuie sur le concept de justice cognitive (de Sousa Santos, 2014, 2017; Visvanathan, 2006, 2009, 2016) ainsi que sur le modèle TREE (de Oliveira Andreotti et al., 2018; Mika et al., 2020) qui permet d’analyser les interventions ontologiques, épistémologiques et méthodologiques au sein de projets éducatifs. L’étude comporte un volet théorique d’analyse documentaire d’articles (n = 28) écrits par les membres (personnes fondatrices, apprenantes et enseignantes) du réseau ainsi qu’un volet empirique qui consiste en l’analyse d’entrevues avec des personnes fondatrices ou directrices d’écoversités (n = 10). Les résultats et l’interprétation sont présentés à travers trois articles. Le premier article permet d’exposer les façons d’être et de savoir valorisées au sein de différentes écoversités. Sur le plan ontologique, il met en lumière leurs conceptions de la réalité, de l'existence, de l'espace et du temps, qui se distinguent de celles généralement valorisées par les établissements d'enseignement supérieur dominants. Le deuxième article s’intéresse aux interventions épistémologiques déployées par les écoversités. L’analyse expose les différents types de savoirs valorisés au sein de diverses écoversités ainsi que certaines stratégies déployées par le réseau Ecoversities Alliance pour favoriser le dialogue entre les écoversités qui adhèrent à différentes façons d’être et de savoir afin de promouvoir la justice cognitive. Finalement, le troisième article recense les défis rencontrés par les écoversités, propose une série de leviers pour y faire face, et identifie des compétences jugées pertinentes pour soutenir ce travail. En somme, ce mémoire s’inscrit dans un champ de recherche en pleine expansion, à l’intersection entre la justice cognitive et l’enseignement supérieur. Il se distingue notamment par une analyse à la fois ontologique et épistémologique, encore peu fréquente dans les travaux portant sur l’enseignement supérieur (Stein, 2019). La discussion et la conclusion invitent à réfléchir à la transposition des résultats de cette recherche dans le contexte sociétal actuel, en s’adressant à différentes parties prenantes : les personnes engagées dans le développement d’alternatives en enseignement supérieur, les personnes enseignantes qui désirent promouvoir la justice cognitive, les responsables de l’élaboration des politiques éducatives, ainsi que les gestionnaires d’établissements d’enseignement supérieur désireux de contribuer à un monde plus juste."],"dc:identifier.doi":["https://doi.org/10.71892/11143/982"],"dc:identifier.uri":["https://hdl.handle.net/11143/23147"],"dc:language.iso":["fr","en"],"dc:publisher":["Université de Sherbrooke"],"dc:rights.uri":["http://creativecommons.org/licenses/by-nc-sa/4.0/"],"dc:subject":["Enseignement supérieur","Justice cognitive","Ontologies","Épistémologies","Higher education","Cognitive justice","Écoversités","Savoirs"],"dc:title":["Interventions ontologiques et épistémologiques en enseignement supérieur pour la justice cognitive : étude de cas du réseau Ecoversities Alliance"],"dc:type":["Mémoire de maîtrise"],"thesis:degree_discipline":["Pédagogie"],"thesis:degree_level":["Maîtrise"],"thesis:degree_name":["M.A."],"thesis:institution_name":["Université de Sherbrooke"]},"updated_at":"2026-07-27T21:07:53Z"}