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                <text>Fondée sur l'analyse d'un corpus d'oeuvres monumentales exposées dans les édifices publics (principalement universités et grandes écoles, mais aussi mairies parisiennes et d'Ile de France), l'étude est organisée autour de trois axes : la représentation de la campagne comme un monde à la fois proche et lointain, toujours situé dans la dépendance de la ville, dont la campagne est le conservatoire naturel et le lieu d'approvisionnement ; la campagne comme lieu d'expérimentation ou d'observation pour les scientifiques ; et enfin, à travers l'exemple des décors de l'Institut national agronomique, la place structurante de la représentation du monde rural dans la constitution de l'identité d'une communauté scientifique d'ingénieurs.</text>
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                <text>Actes du colloque "L'Ecole de Barbizon et son rayonnement", organisé par l'Université Lumière Lyon 2, Lyon, 19 et 20 juin 2002. A paraître</text>
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                <text>L'image de la campagne à la ville</text>
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                <text>En comparaison de la situation observée dans de nombreux autres pays (Royaume Uni, Etats Unis, Belgique...), le patrimoine universitaire français n'a longtemps suscité que peu d'intérêt de la part des scientifiques, qui sont pourtant en l'occurence acteurs et producteurs de ces richesses.&lt;br /&gt;Comment se constitue le patrimoine des établissements d'enseignement supérieur ? La question est abordée ici à travers diverses études de cas et selon plusieurs paramètres : quels sont les objets patrimoniaux par destination (peintures, scultpures) et quels sont ceux qui deviennent tels par l'usage qu'en font les membres de la communauté ? Quelle est la temporalité de la constitution de ce patrimoine ? Quels sont les conflits possibles entre valeur d'usage et valeur patrimoniale ?&lt;br /&gt;Cette première série de questions ouvre sur une autre problématique, celle du lien possible entre patrimoine et identité du groupe. Les exemples étudiés (Sorbonne, Ecole des chartes, écoles de Fontenay et saint-Cloud) font ressortir les différences observables dans les modalités d'usage du patrimoine dans la définition que le groupe donne de lui-même.&lt;br /&gt;Enfin, est abordée la question spécifique du patrimoine archivistique, particulièrement deshérité en France. Les scientifiques ne sont alors pas les seuls concernés, puisqu'il appartient également à la communauté archivistique de faire prendre conscience de l'importance de ce patrimoine.</text>
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                <text>http://halshs.archives-ouvertes.fr/halshs-00087771</text>
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                <text>http://halshs.archives-ouvertes.fr/docs/00/08/77/71/PDF/christianhottin_2005_bicorneetboiteaclaque.pdf</text>
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                <text>Actes de :&lt;br /&gt;&lt;br /&gt;Mémoire et culture matérielle de l'Université, journée d'études organisée par le LASMAS (EHESS), le GREE, le LPHS-AHP et l'ERAEF (Université Nancy II), Nancy, 8 avril 2005.</text>
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                <text>Actes de :&lt;br /&gt;&lt;br /&gt;Mémoire et culture matérielle de l'Université, journée d'études organisée par le LASMAS (EHESS), le GREE, le LPHS-AHP et l'ERAEF (Université Nancy II), Nancy, 8 avril 2005.</text>
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                <text>Actes de :&lt;br /&gt;&lt;br /&gt;Mémoire et culture matérielle de l'Université, journée d'études organisée par le LASMAS (EHESS), le GREE, le LPHS-AHP et l'ERAEF (Université Nancy II), Nancy, 8 avril 2005.</text>
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                <text>[SHS:MUSEO] Humanities and Social Sciences/Cultural heritage and museology</text>
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                <text>Création du patrimoine et construction identitaire au sein des établissements d'enseignement supérieur parisiens</text>
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                <text>Anne-Marie Châtelet et Marc Le Cœur (dir.), L'Architecture scolaire, essai d'historiographie internationale, Histoire de l'éducation, n° 102 (spécial), mai 2004, 306 p.&lt;br /&gt;&lt;br /&gt;Il est donné un compte rendu succint de cet ouvrage, qui rassemble des contributions relatives à divers ordres d'enseignement et à diverses aires culturelles. On insiste plus particulièrement sur la qualité des essais liminaires des deux coordonateurs du projet.</text>
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                <text>http://halshs.archives-ouvertes.fr/halshs-00088977</text>
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                <text>http://halshs.archives-ouvertes.fr/docs/00/08/89/77/PDF/christianhottin_2005_architecturescolaire.pdf</text>
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                <text>Livraisons d'histoire de l'architecture</text>
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                <text>Livraisons d'histoire de l'architecture</text>
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                <text>Tout autant que les hommes politiques ou les gens de lettres, les universitaires et les savants ont été statufiés depuis le XIXe siècle : la première période de la troisième République marque l'apogée de ce phénomène. Lorsqu'elles étaient en bronze, ces œuvres, comme les autres, n'ont pas échappé aux sélections opérées pendant l'Occupation. Enfin, de nouvelles effigies d'hommes de science ont été exécutées après 1945 et, bien que ralenti, ce mouvement de commémoration se poursuit de nos jours. Exécutés à la même époque, dans les mêmes matériaux et le même style que les autres, ces hommages rendus aux plus illustres savants ne paraissent pas, au premier abord, se distinguer des autres statues de grands hommes. Ces œuvres ont pourtant leur singularité. Si la voie publique est le lieu naturel pour honorer un politique ou un poète, bien plus qu'un théâtre ou la Chambre des députés, il n'en va pas forcément de même pour un professeur ou un scientifique. Ce dernier est en général intimement lié à une institution, lieu de ses études ou de ses recherches, parfois des deux. C'est là, en priorité, que ses condisciples, grâce à une souscription ou une commande de l'Etat, font installer son buste ou sa statue. En regard des très nombreuses commémorations iconiques ou aniconiques placées dans les écoles et universités, les monuments publics sont rares ; ils sont l'apanage du petit nombre, de ceux dont la renommée, dépassant l'espace de la communauté institutionnelle ou du monde savant, a atteint la masse de la population. &lt;br /&gt; Comment s'effectue cette transformation de l'hommage, entre un lieu clos et un lieu ouvert, entre l'insertion dans un cadre architectural restreint et l'intégration dans le paysage urbain ? Ce passage se traduit par des monuments différents, issus de modes de financement distincts ; il aboutit en général à une double commémoration. Où prennent place ces œuvres ? Même érigées sur la voie publique, elles restent proches des écoles fréquentées par le statufié. Quelle est enfin l'image transmise au public à travers le monument ? C'est à travers le costume ou l'équipement qu'est révélée la spécificité du grand homme universitaire. L'analyse de ces derniers points, inscrite dans l'évolution chronologique, peut être l'occasion de replacer la statuaire publique au sein d'une nébuleuse complexe : commémorations imagières ou non, représentations induites par le monument, reliques d'œuvres...</text>
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                <text>Les monuments commémoratifs dédiés aux universitaires et aux savants</text>
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                <text>Aperçu bref de l'évolution géographique des implantations de l'enseignement supérieur à Paris de 1789 à 1970 : &lt;br /&gt;&lt;br /&gt;La configuration en 1789&lt;br /&gt;Les conséquences de la Révolution : un périmètre restreint&lt;br /&gt;La stabilisation sous la Restauration&lt;br /&gt;Les transformations du second Empire : premières extensions et percées urbaines&lt;br /&gt;Densification et expansion sous la troisième République&lt;br /&gt;Les Trente glorieuses : grands projets inachevés et dispersion en banlieue</text>
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                <text>patrimoine universitaire</text>
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              </elementText>
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                <text>[SHS:ANTHRO_SE] Humanities and Social Sciences/Social Anthropology and ethnology</text>
              </elementText>
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                <text>[SHS:SCIPO] Humanities and Social Sciences/Political science</text>
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                <text>décentralisation</text>
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                <text>politique culturelle</text>
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                <text>Les bâtiments d'archives en France (1983-2003)</text>
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            <description>The nature or genre of the resource</description>
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                <text>On s'est intéressé à la prise en compte des principales sources susceptibles d'aider à l'étude du patrimoine industriel de Limoges, dont l'industrie de la porcelaine n'est que l'aspect le plus connu. Les thèmes de recherches sont traités dans l'ordre des étapes de la recherche historique : le repérage d'après les plans, la maitrise du cadre réglementaire, le recensement des établissements, puis la description et l'étude des sites industriels prorement dits (principalement à partir des archives des établissements insalubres et dangereux) et enfin les images et les représentations liées au monde industriel.</text>
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                <text>Archives en Limousin</text>
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                <text>inventaire général des richesses de la France</text>
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                <text>Le patrimoine industriel de Limoges</text>
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                <text>Paris</text>
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                <text>Compte rendu succint de la journée d'études consacrée à Couëlle en novembre 2002, organisée par le Centre des Archives du Monde du Travail et l'Institut de France, sous la direction de Virginie Thiéry&lt;br /&gt;&lt;br /&gt;Est donné en annexe le texte de la synthèse de la journée.</text>
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