Lamprini Chartofylaka
email: lamprini.chartofylaka@gmail.com

Thomas Forissier
email: thomas.forissier@univ-antilles.fr

Charline Lefort
email: charline.lefort@ac-guadeloupe.fr

Célia Obertan
email: celia.obertan@ac-guadeloupe.fr

Antoine Delcroix
email: antoine.delcroix@univ-antilles.fr

Albertha Joseph-Alexander

Collaboration for Sustainability Education in the Lesser Antilles: The Formalink Project

Keywords: Education for sustainable development, collaboration, scientific learning, contexts-effects, Guadeloupe, Saint-Barthelemy

come   L'archive ouverte pluridisciplinaire

Introduction

The Sustainable Development Goals (SDGs) agenda encompasses a wide range of goals and targets that highlight the importance of developing educational initiatives to enhance learners' understanding of sustainable practices and promote their overall well-being (United Nations, 2015). With an interest in interregional collaborations for environmental and sustainability education in the Caribbean, this paper shares insights and findings of an educational experimentation on the scientific object of sustainable water management, conducted with primary school students based on two French overseas territories in the Caribbean: Guadeloupe and Saint-Barthélemy.

Theoretical Framework

We start by introducing the conceptual framework of the context-effects-based model adopted during our experimentation and we address the collaborative aspect of engaging learners from different parts of the world to study the same scientific object in distance.

Contexts-effect-based and Scientific Learning

Previous studies [START_REF] Giamellaro | Primary contextualisation of science learning through immersion in content-rich settings[END_REF][START_REF] Van Oers | From context to contextualising[END_REF][START_REF] Vosniadou | Designing curricula for conceptual restructuring: Lessons from the study of knowledge acquisition in astronomy[END_REF] have emphasised the importance of taking into consideration the dynamic and evolving nature of context, meaning the circumstances and the surroundings that teaching and learning situations take place. This didactic contextualising process can promote a deeper understanding of learning content by engaging all of the learner's senses [START_REF] Giamellaro | Primary contextualisation of science learning through immersion in content-rich settings[END_REF] and can constitute a source of motivation and commitment as well for students to learn science objects [START_REF] King | New perspectives on context-based chemistry education: Using a dialectical sociocultural approach to view teaching and learning[END_REF][START_REF] Potvin | Interest, motivation and attitude towards science and technology at K-12 levels: A systematic review of 12 years of educational research[END_REF].

Contextualisation, according to [START_REF] Giamellaro | Primary contextualisation of science learning through immersion in content-rich settings[END_REF], can be thought of as a learning approach categorised as either primary (learning in context) or secondary (learning with context). The first one involves making sense of a given context through learners' direct experience with their environment. The second one aims to make connections between context and learning content using the indirect communication of experiences from other observations, case studies or in virtual environments. This didactic process finds support across multiple disciplines such as language sciences [START_REF] Blanchet | Contextualisation didactique » : De quoi parle-t-on ? Le français à l'université[END_REF] and sciences and technology [START_REF] Delcroix | Vers un cadre d'analyse opérationnel des phénomènes de contextualisation didactique[END_REF] Differences among contexts, encompassing ecological, social, cultural, economic, or other factors, can lead to the emergence of what is commonly referred as contexts-effects. These effects can manifest (a) either by a gap between a conception carried by an individual and an observation of reality or of the environment which surrounds him/her or (b) either by a gap between the conceptions of two or more people manifesting themselves during interactions in collaborative sequences [START_REF] Anjou | L'énergie géothermique : Représentations, enseignements et contextes aux Antilles et dans la zone caraïbe[END_REF][START_REF] Forissier | Contextualisation et effets de contextes dans l'apprentissage des Sciences[END_REF].

To explore similarities and differences when learners study the same phenomenon or scientific object, pedagogical scenarios are designed to promote the emergence of context-effects [START_REF] Forissier | Modeling Context Effects in Science Learning: The CLASH Model[END_REF]. Prior research has shown that the context-effects-based approach can stimulate conceptual change within a discipline [START_REF] Anjou | L'énergie géothermique : Représentations, enseignements et contextes aux Antilles et dans la zone caraïbe[END_REF][START_REF] Chartofylaka | Il était une fois des contes en contextes : Retour sur une expérimentation au primaire en Guadeloupe et au Québec[END_REF] while also fostering the development of additional skills like digital and intercultural competences (Chartofylaka et al., 2021;[START_REF] Stockless | Analyse des usages du numérique dans les apprentissages basés sur les effets de contextes[END_REF].

Collaboration in Distance Settings

Collaborative research in education, which brings together researchers and teachers in fieldwork, has proven many advantages in enhancing scientific inquiry experiences for students [START_REF] Desgagné | Le concept de recherche collaborative : L'idée d'un rapprochement entre chercheurs universitaires et praticiens enseignants[END_REF][START_REF] Savoie-Zajc | Les processus de recherche-action collaborative et d'évaluation continue en éducation relative à l'environnement[END_REF]. The social and collaborative aspects of knowledge construction and sharing among individuals has been revitalised and renewed using digital technology [START_REF] Aillerie | L'éducation numérique peut-elle être une éducation à la collaboration et à l'interculturalité ? Actes de la 6ème édition du COSSI « L'utopie de la communication[END_REF]. In fact, within the field of computer-supported collaborative learning (CSCL) a comprehensive meta-analysis conducted by [START_REF] Jeong | Ten years of computer-supported collaborative learning : A metaanalysis of CSCL in STEM education during 2005-2014[END_REF] states that: "CSCL experience had the largest effects on the students' learning processes but also showed effects on learning gains and affective outcomes such as motivation, self-efficacy, and attitude toward STEM [Science, Technology, Engineering, Mathematics] domains.

Learning taking place in both asynchronous and synchronous environments enables students, from different parts of the world, to actively immerse themselves in discussions ("constructive controversy") with their peers as they work collaboratively to reach a consensus on a specific issue [START_REF] Johnson | An educational psychology success story: Social interdependence theory and cooperative learning[END_REF]. Through these interactions, they create an opportunity to bridge their thoughts and mutually enhance each other's understanding [START_REF] Henri | Apprentissage collaboratif à distance : Pour comprendre et concevoir les environnements d'apprentissage virtuels[END_REF] when they compare their respective contexts by using in their discourse words such as "we" and "you" [START_REF] Bail | Grounding and knowledge elaboration across cultural and geographical contexts: An exploratory case study[END_REF].

Presentation of the Case Study

The data presented in this paper were collected as part of a pedagogical experiment conducted under the framework of a larger research project entitled Formalink [START_REF] Forissier | Le projet Form@link : Apprendre en confrontant les contextes (incubateur académique de Guadeloupe)[END_REF]. The Formalink project focuses on the implementation of instructional scenarios around sustainable development and its three pillars (social, ecological, economic) among students at various academic levels within the academic region of Guadeloupe (Guadeloupe archipelago, Saint-Martin, Saint-Barthelemy). Two classes, based in different parts of this region, study together the same phenomenon or scientific object, by using synchronous and asynchronous communication tools. Instructional scenarios are developed around a "Socially Acute Question" [START_REF] Legardez | L'école à l'épreuve de l'actualité : Enseigner les questions vives[END_REF]. Firstly, the project includes fieldwork and documentation research conducted in both classroom settings and outdoor environments, in addition to small-group discussions as suggested by [START_REF] Aronson | The Jigsaw Classroom[END_REF]. Secondly, learners collaborate virtually to share their findings, engaging in both synchronous and asynchronous activities.

The context-effects-based experiment, conducted between January 2023 and June 2023, involved primary school students (aged 8-11) based in the community of Capesterre Belle-Eau (Guadeloupe) and Saint-Barthélemy. The shared study topic was "sustainable water management" and the classes were split into four groups, each focusing on a different subtopic: topography, treatment, waste reduction, and pollution. Learners engaged in exchanges through both synchronous (using Zoom application) and asynchronous (using Padlet application) discussions. Their primary objectives were to showcase the particularities of their respective contexts, delve into the issues they encountered, and collaboratively compare and contrast their research findings related to the topic: "How is water sourced and distributed for various purposes, including drinking and domestic use? (ie. harvesting, testing, processing)?". The confrontation of their (external) contexts could result in the reinforcement of their knowledge.

Within a distance of 227 km, these two insular territories, parts of French overseas territories, hold many differences in terms of their colonial history, socio-demographics and current economic activities (Debedde-Georgel, 1998;[START_REF] Deveau | Le peuplement de Saint-Barthélemy[END_REF]. Concerning their ecological context, Saint-Barthelemy, on the one hand, is a small, dry and arid island lacking natural water sources. Traditionally, residents used to harvest rainwater and preserve it in water tanks for their daily needs -practice they continue to uphold in the present day. Water is produced by the desalination process by reverse osmosis in the seawater desalination plant that exists in the island. As a luxury tourism-oriented island, the demand for water experiences substantial growth during the peak tourist seasons. On the other hand, Capesterre Belle-Eau is a community situated in the mountainous and volcanic part of Guadeloupe, Basse Terre. It has a rich biodiversity of flora and fauna and many rivers and waterfalls with the most famous being Carbet Falls located in the National Park of Guadeloupe. Despite the abundant natural water resources (rivers, groundwater), ongoing issues within the water distribution network have resulted in very frequent water shortages for residents. As a result, many households keep water reserves in water tanks or bottles for their domestic use when they are out of running water. Capesterre Belle-Eau, a community in Guadeloupe, is known for its large-scale banana plantations. This agricultural sector is associated with the persistent chlordecone health scandal in the Antilles, endangering both the well-being of the people and the environment until today [START_REF] Ferdinand | De l'usage du chlordécone en Martinique et en Guadeloupe : L'égalité en question[END_REF][START_REF] Multigner | Chlordecone exposure and adverse effects in French West Indies populations[END_REF].

Methodology

In this paper we want to explore deeper the collaborative dimension for sustainability science learning during this experimentation. Therefore, we pose the question: "To what extent has the collaborative initiative within this interregional project facilitated students in gaining a deeper understanding of sustainability issues related to water in the Lesser Antilles?"

We examined data from interviews with the teachers (N=2) who took part in the experimentation with their classes. The interview grid was organised around nine key themes, which included exploring why they chose to participate in the project, their prior experiences with the scientific study topic, the skill and knowledge development of their students, and their thoughts on improving their teaching methods during this experience. Interviews, one lasting 54 minutes and 55 seconds, and the other extending to 80 minutes and 12 seconds, were recorded and initially automatically transcribed using the NVivo tool (QSR International Pty Ltd., 2020). Subsequently, the researcher in charge of this project finetuned the transcriptions manually. The "floating reading" method [START_REF] Bardin | L'analyse de contenu[END_REF]) is used to explore thematically teachers' discourse, to study their overall meaning [START_REF] Savoie-Zajc | L'analyse de données qualitatives : Pratiques traditionnelle et assistée par le logiciel NUD•IST[END_REF] and to create descriptive connections between their verbatim statements. Interviews were conducted in French and have been translated into English by the authors for the purpose of this article.

We draw upon the Community of Inquiry (COI) framework [START_REF] Garrison | Critical inquiry in a text-based environment: Computer conferencing in higher education[END_REF], which emphasises three key elements in creating an enriching and compelling online learning experience. When effectively developed and coexisting, the following elements contribute to a collaborative-constructive learning environment: the social (engagement with participants), the cognitive (engagement with content), and the teaching (engagement with goals/directions) presences.

As this interregional initiative involves two classes from diverse cultural backgrounds, our analysis also incorporates elements related to intercultural competences. These encompass a range of cognitive, emotional, and behavioural skills and attributes (as described by the models of [START_REF] Chen | Intercultural Communication Competence : A Synthesis[END_REF][START_REF] Dirks | The Quest for Organisational Competence: Japanese Management Abroad[END_REF].

Results

We begin our analysis by pinpointing moments in the interviews when teachers mentioned the collaborative aspect with students from the other class: either in the context of synchronous sessions (indicating social presence) or when they encountered the findings shared by the other class on the asynchronous learning platform (indicating cognitive presence). These are instances (60 seconds on average) during their interviews where they discussed how they used and (re)direct cognitive and social presences to achieve meaningful learning outcomes for their students within the scope of studying a shared topic (teaching presence). The table below (Table 1) summarises the social and cognitive presences for each teacher during their interviews.

Table 1. Frequency of Occurrence of Social and Cognitive Presence in the Interviews Conducted

Frequency of Occurrence Teacher 1

Teacher 2

Social Presence 2 4

Cognitive Presence 4 1

The following example illustrates one of the instances identified, starting with a triggering event (cognitive presence) that leads the teacher from Saint-Barthelemy to further explanation of the chlordecone scandal and soil and river water pollution and the (teaching presence).

Teacher 1: "[...] We had chosen to make the students reflect on what are the threats to water, what type of pollution can you encounter locally?

And so the answers were sometimes the same, but sometimes very different. And especially in Guadeloupe, children talked about chlordecone. We, in Saint Barth, when we received this [finding at the asynchronous learning platform], the children looked at me and said, "what is chlordecone?" [...] We spent the afternoon there [working on this topic], the whole history of this issue, and I think it was really one of the highlights of education for sustainable development in the project. It made a big impression on the children to understand that we could use products that are harmful to the environment, to all forms of life, to humans. [...] And that it is something that remains for a long time."

Interviewer: So you weren't the one who brought up the concept of chlordecone? This is part of the findings shared to your class from students in Guadeloupe? They saw the word and they wondered what it was [chlordecone]?

Teacher 1 Yes! And afterwards they asked me lots of questions, etc. We kept on working on that. But yes, it started as an element shared from children [of Guadeloupe] originally.

(Interview Teacher 1, 17min 50 s -18 min 59 s) By using the COI framework to analyse these various interview instances, we identified three recurring thematic axes in teachers' responses regarding the importance of collaboration between classes from different parts of the Lesser Antilles working on a common scientific topic. We'll refer to Teacher 1 from Saint-Barthelemy as T1 and Teacher 2 from Guadeloupe as T2.

Axe 1 (cognition): Collaboration to inform and raise awareness

Both teachers (T1, T2) mentioned that initiatives such as the one described in this article help students to discover the geographical location of the places where they live, both in relation to the rest of the world and to each other. As learners from Guadeloupe were locating Saint-Barthelemy on the map, one of the questions that emerged was "whether Saint-Barthelemy is considered part of Guadeloupe" (meaning like other islands in the archipelago like Marie-Galante) (T2). Elements like this gradually emerged when children realized that they were going to work collaboratively with "peers who were not situated far away but rather within the Caribbean arc". In any case, during the first synchronous session, students present their own contexts (territories, schools, and classes) to their fellow peers by using PowerPoints. This process allows them to visually explore the distant context and creates opportunities for "getting to know their classmates and engaging in discussions with children of their age" about aspects such as their lifestyle and shared interests (T2) and it was a positive experience because they did that "with respect, out of curiosity, actually" (T1).

When it comes to collaboratively studying a topic across two distinct contexts, on the one hand, T2 emphasizes the significance of their insular nature as a starting point for initiating research into the realm of water: " [...] We are on an island. Saint-Barth is an island too. So, starting from the notion of insularity. [...] How do we manage water? [...] How each island, each territory manages water or from the source to the tap? The path of water. [...] So there, I think we had that [insularity] in common. [...] And perhaps also, the topography do we find water in Saint-Barth? Where do we find water in Capesterre? And is it related to the island's specificity? Well, I think it's primarily about the territory, that is, starting from the insular territory...If we already have water on the territory, if there is water on the territory. And how is it managed…".

On the other hand, T1 mentions that comparing two distinct entities has numerous benefits for enhancing children's understanding of a scientific phenomenon in its diverse aspects and variations. T1 emphasises that "The significant advantage, for me, is that the children have learned more than if they had simply learned within their single context [...] as there is no natural resource [in Saint-Barthelemy]."

T1 also points out, as presented above, the contamination by chlordecone, which was brought up by the students of Guadeloupe in their publications on the asynchronous learning platform. T1 mentions that this information, in the context of comparing and contrasting their findings, allows her to raise awareness on protecting water resources and "[...] explain to them the importance of not polluting, that sustainable development is precisely what allows us to maintain the natural water cycle, and so on."

Axe 2 (affection): Collaboration to provide a "living together" experience

When it comes to inter-class collaboration, T1 admits that "[...] there was a genuine willingness and impulse, both from my students and the students in Guadeloupe. This was evident during our videoconferences. They were very excited to work with another class and eager to do so. In fact, the children talked to me a lot throughout the year [...]". This point is also mentioned by T2 who believes that "[...] video conferences, seeing each other, putting a face to a class, seeing the other [...]" -these aspects were motivating factors for continued participation in this experience. T1 also mentions that the interest of working with another context is also "learning to listen, to discover others [...]", such as getting familiar with diverse accents among interlocutors. T2 states that participating in projects like the one described here can help learners to develop aspects of cross-cultural interactions as they learn about "[...] The existence of the other, with our differences and similarities". She adds that participating in this project can be very empowering for some students, when it comes to expressing themselves or being a part of a community and she explains that: "[...] some students have a limited vocabulary. They don't have lexical ease. [...] Some have difficulty expressing themselves. To express themselves at all. So through this project, it allowed them to gain self-esteem. To realize that they can work in a group, that they can present work with a deadline, with a given time, even if sometimes the time was too short. But working as a team". T2 explains that preparing work to present and participating in synchronous discussions with their peers can actually help some students get comfortable with speaking in front of a microphone or an audience, ultimately enhancing their oral communication skills. T1 points out that even though her 8-year-old students may not be able to express themselves as formally as adults, she believes that projects like this can encourage them to become more open-minded as they grow.

Axe 3 (behaviour): Collaboration to develop a (pro)active attitude

Discussion and Conclusion

In this paper, we emphasise the significance of fostering collaborative computer-mediated learning experiences among classrooms in the Caribbean, especially when addressing high related topics linked to climate change. Our research data originates from a pedagogical experiment conducted with primary school students (aged 8-11 years old) within the academic region of Guadeloupe. Our interest lay in exploring how the collaborative dimension of the project influenced their learning perspectives and a better understanding of the shared scientific topic. To achieve this, we conducted interviews with the two teachers, each participated in the project with their respective classes, and analysed their insights. Their statements showcase the potential of collaboration, within this contexts-effects-based approach, to make a difference in scientific learning and teaching in three key areas: (1) fostering geographic and environmental awareness;

(2) enhancing cross-cultural learning and self-motivation; (3) facilitating oral expression and nurturing open-mindedness in young learners, cultivating essential attributes for future global citizenship.

Our study's scope is restricted due to the size of the participant sample (interviewees). However, their remarks on the collaborative aspect of the project offer valuable insights when considering how these experiences relate to connecting individuals from diverse cultural backgrounds to enhance education for sustainable development. To complete this analysis, a pedagogical guide addressed to the educational community is being prepared, providing insights on how to generate an instructional scenario within a contexts-effects-based education including different Caribbean contexts.

CAS23- 034 :

 034 Collaboration for Sustainability Education in the Lesser Antilles: The Formalink Project The CAS23 Conference on "The Sustainability and Development Initiatives of the Caribbean", UWI, St Augustine, Trinidad & Tobago #CASConf23; 24th-25th November 2023, pp.117-123 120

CAS23-034:

  Collaboration for Sustainability Education in the Lesser Antilles: The Formalink Project The CAS23 Conference on "The Sustainability and Development Initiatives of the Caribbean", UWI, St Augustine, Trinidad & Tobago #CASConf23; 24th-25th November 2023, pp.117-123 121 T2, during her interview, mentions that this kind of learning approach in which they have to share research findings with learners in distance: "[...] allows children to interact with each other, not just within the classroom. It gives them another perspective, another horizon, and the ability to inform each other. I mean, to conduct their research and then be able [...] present it to someone who is not in the same class or who doesn't know the neighbour who is not in the same environment". [...] You know, being able to express myself in front of children my age and also to share my research, what I found, to share and exchange on what I had discovered or already knew. So I think it motivates the students to think that I have a correspondent, and especially the notion of correspondence. I think at this age; they are very sensitive to the notion of correspondence."

The CAS23 Conference on "The Sustainability and Development Initiatives of the Caribbean", UWI, St Augustine, Trinidad & Tobago #CASConf23; 24th-25th November 2023, pp.117-123

Acknowledgments:

This study was conducted and received funding as part of the Formalink project -French Investment for the Future Programme 3 (PIA3).

Authors' Biographical Notes:

Lamprini Chartofylaka holds a Ph.D. in Educational Sciences from the University of Antilles. Her research is primarily focused on didactic strategies for the study of scientific concepts, interculturality, and digital education. She currently works as a Postdoctoral Researcher at the Formalink project.

Thomas Forssier is a specialist in science and environmental education. He is the director of the laboratory Contextes, Recherches et Ressources en Éducation et Formation of University of Antilles. He is a Fellow member of the CAS French Chapter.

Charline Lefort is an elementary school teacher, employed in the French National Education system since 2021.

Celia Obertan is an elementary school teacher, employed in the French National Education system since 2004.

Antoine Delcroix is a full professor of educational sciences at the University of Antilles. His scientific interests are in the field of mathematics didactics and contextualisation in education. He is currently director of the Institut National Supérieur du Professorat et de le l'Education de la Guadeloupe, of the journal "Contextes et Didactiques" and of the "Learning, education and socialisation" collection at the Presses universitaires des Antilles. ■ View publication stats


Roberto Mario Danese

Margareth Amatulli

Riccardo Donati

Alzheimer : pathologies mémorielles et thérapie narrative dans la

est destinée au dépôt

De manière transverse, on retrouvera le thème de ces récits conventionnels jusqu'à des dispositifs avant-gardistes: pensons à l'expérimentation littéraire d'Olivia Rosenthal (Que font les rennes après Noël?, 2010). La question touche à tous les genres: Alzheimer est à la fois le thème de textes pour enfants (un seul titre comme exemple, Perds pas la tête Mamie de Françoise Laurent en 2008), de romans graphiques (Paco Roca, La Tête en l'air, 2013), un sujet de polar (c'est le cas du polar caustique de Pierre Lemaitre Le Serpent majuscule, 2021) et le coeur d'une introspection autobiographique chez Annie Ernaux (Une Femme, 1987). Alzheimer est représenté aussi bien dans la non-fiction documentaire que dans la fiction, par des récits à la première personne centrés sur l'expérience qu'à des machines ultraromanesques, suscite des écritures réalistes et documentaires autant que des contes ou des récits poétiques. Si certains textes, par une attention fine à l'expérience d'Alzheimer, participent pleinement du champ émergent des humanités médicales en mettant en scène concrètement et pédagogiquement la maladie et le soin, d'autres préfèrent le déplacement métaphorique complet voire un détournement littéraire complet. Au carrefour des grandes tendances de la littérature française contemporaine, le récit de deuil et de filiation, le récit d'accompagnement ou de care, le récit d'enquête mémorielle, la maladie d'Alzheimer semble paradigmatique tout en ouvrant des questions spécifiques que cet article voudrait parcourir, car les caractéristiques cliniques de cette forme de vie déterminent des traits littéraires: maladie commune, elle apparaît chez de très nombreux écrivains; maladie inguérissable frappant de manière imprévisible, elle appelle le registre tragique; maladie mentale aux effets troublants, elle peut favoriser le recours à l'humour; maladie de la communication, elle favorise des récits qui sont par compensation humaniste et empathique; maladie progressive, elle se thématise couramment dans des récits d'accompagnements, métaphorisés par des voyages; maladie de la mémoire, elle incite à des récits de compensation mémorielle; maladie énigmatique déréglant potentiellement le sens elle favorise l'humour et le jeu avec l'absurdité; maladie déréglant la narrativité, elle invite à explorer celle-ci.

Alzheimer, une forme de vie

Si Alzheimer est un thème si puissant, c'est donc bien que la maladie d'Alzheimer est une amnésie aux caractéristiques nosologiques très spécifiques qui appelle description: elle est une maladie commune de l'âge, de longue durée, atteignant la communication et la mémoire, inguérissable, progressive, désocialisante, difficile à comprendre, intervenant parfois tôt dans la vie des individus. Elle confronte le proche à une anxiété originale et fortement déstabilisante, celle d'être privé d'origine -pensons par exemple au récit de Cyril Massarotto, Le premier oublié « -Bonjour, maman. -Qui êtes-vous ? Ainsi, mon univers a basculé: en une phrase, je suis devenu le premier oublié» (2006, p. 5), en faisant une tragédie du besoin de reconnaissance. Elle engage celui qui la subit dans une forme de vie bien spécifique, suspendue en quelque sorte entre son identité passée et le non-être «Il est donc en vie. Encore et toujours. Autant qu'autrefois», note Mara Goyet dans Il va mieux ton père (2018) témoignage réflexif centré sur la très longue durée potentielle de la maladie. Celle-ci se laisse décrire souvent comme un deuil sans deuil, ou un deuil très lent: «Dans son Journal de deuil, rédigé après la mort de sa mère, Roland Barthes écrit: "L'étonnant de ces notes, c'est un sujet dévasté en proie à la présence d'esprit." En ce qui concerne mon père, la situation est différente. Il y a deux sujets. Celui qui est dévasté, lui, et celui qui est en proie à la présence d'esprit, nous. Moi, en l'occurrence, ici. Il y a une dissociation. Il faut accepter d'être de ce côté-là, d'assumer cette part» (ivi). Alzheimer est comme ainsi un statut ontologique particulier où la différence entre la vie et la mort se brouille «Mais qui étaient les morts? Et qui sont les vivants?» se demande Madeleine Chapsal dans Une Saison des feuilles (1988).

Frappant des parents âgés, elle est racontée par des adultes mûrs inquiets de reconstruire la mémoire familiale: ainsi Christine Orban Dans le pays de l'absence «Est-ce trop tard ? Trop tard déjà ? La vie passe, la vie est passée. Maman est restée une enfant et moi je suis devenue cette adulte vacillante, sans socle, sans racines» (2011).

«Maintenant, tout est lié» pour emprunter une expression à Une femme d'Annie [START_REF] Ernaux | Réparer le monde. La littérature française face au XXIe siècle[END_REF], Alzheimer comme forme d'existence vulnérable conditionne une littérature de relation et d'attention, elle déploie des formes d'empathie considérée comme un principe éthique et politique et elle se retrouve au centre de la forme d'humanisme propre à la littérature contemporaine, comme école de l'attention et du lien, comme projet de réparation. En témoigne le métadiscours souvent humaniste de ces récits: pensons aux formules de présentation ou aux commentaires de lecteurs qui accompagnent ces livres dans toute leur variété. Le Piano désaccordé de Christine Devars est «Un livre généreux, bouleversant et tendre»3 , Mamie mémoire de Hervé Jaoen est «une chronique familiale chaleureuse et pudique, qui aborde avec humour et tendresse un sujet grave»4 . Humour, tendresse, pudeur, générosité: le système de valeurs morales de nos sociétés sécularisées est ici manifeste.

L'autre dimension humaniste très présente dans les métadiscours c'est l'usage de la littérature comme machine à fabriquer du sens, à organiser l'absurdité, à produire un récit réorganisateur alors même que la mémoire se dérange, dans un contexte informé par une philosophie du bien-être narratif et de l'exigence de continuité et de cadrage propre aux «identités narratives» promues par Paul Ricoeur comme projet existentiel et moral moderne, Car Alzheimer rend visible des gouffres ontologiques: «J'ai perdu le dernier lien avec le monde dont je suis issue», écrit Annie [START_REF] Ernaux | Réparer le monde. La littérature française face au XXIe siècle[END_REF], «Tu n'es plus là où tu es», note Christine Orban (2011). Faire face narrativement à la maladie d'Alzheimer, c'est contrevenir au chaos de l'expérience: pensons par exemple, chez un petit éditeur, à Ceux qui restent de Damien Marie et Laurent Bonneau qui propose au lecteur «un voyage en Alzheimer» (2014, 4 ème de couverture) et décrit le récit comme une quête de reconnaissance et un combat contre l'urgence de souvenirs qui disparaissent. Ce scénario du voyage (Marie-France Billet dans Mon père en Alzheimer parle d'un «pays inconnu» appelant exploration, (2001, 4 ème de couverture) ou d'une quête est donc fréquent, qui s'agisse de la quête du parent du malade (chez Mara Goyet: «Les pages qui vont suivre sont aussi le récit de cette quête. Avant que tout s'arrête», 2018) ou du malade lui-même contre le cours de l'effacement, ainsi, dans Les Ecrivements de Mathieu [START_REF] Simard | Les écrivements[END_REF], paru chez un petit éditeur également, c'est Jeanne qui veut retrouver son ancien amour Suzor à partir de souvenir, le roman utilisant la métaphore des pas qui disparaissent dans la neige.

Poétique d'Alzheimer

Ce parcours dans l'urgence conditionne une poétique qui ne se contente pas de décrire, mais met en scène de manière variée l'opposition entre la tension narrative de toute intrigue, qui produit du sens et une représentation qui se délite et se désorganise. Loin de se penser comme une configuration autonome, la poétique des récits d'Alzheimer est conditionnée par une exigence éthique forte: donner du sens à une vie qui en perd progressivement, comme le dit magnifiquement Annie Ernaux dans Une Femme.

Son histoire s'arrête, celle où elle avait sa place dans le monde. Elle perdait la tête. Cela s'appelle la maladie d'Alzheimer, nom donné par les médecins à une forme de démence sénile. Depuis quelques jours, j'écris de plus en plus difficilement, peut-être parce que je voudrais ne jamais arriver à ce moment. Pourtant, je sais que je ne peux pas vivre sans unir par l'écriture la femme démente qu'elle est devenue, à celle forte et lumineuse qu'elle avait été (1988).

Les solutions narratives ne se limitent absolument pas à des récits linéaires d'accompagnement centrés sur la douleur du parent, mais peuvent passer par nombre de dispositifs originaux dont l'enquête rétrospective d'Annie Ernaux est l'une des modalités privilégiées, mais comme l'est aussi la proposition de récits dialogiques, une voix compensant la vulnérabilité de l'autre, s'en faisant le porte-parole. On pense par exemple à Cyril Massarotto, dans Le Premier oublié (2005), qui met en scène l'alternance entre la parole de celle qui perd la mémoire et son fils, ou à Aurélie Vallognes, qui fait dialoguer un fils et son grand-père qui a peur de la mort, mais décide de «jouer la comédie pour que la tragédie ne se voie pas. Jouer mon meilleur rôle, peut-être. Le dernier, assurément» (2021). Le récit positif de l'autrice de feel good books peut agacer par son happy end promettant de dépasser les ravages du temps («Raconter pour exister encore, pour laisser une trace de mes souvenirs et tout dire à ceux que j'ai aimés», 2021), mais il est exemplaire de cette volonté de faire entendre le malade, de lui donner un dernier auditoire par le truchement de l'écrivain témoin. On retrouvera le motif d'un ultime dialogue dans d'autres textes par exemple dans Sémi de Aki Shimazaki, plongée dans l'affect d'un homme dont la femme est touchée par Alzheimer et qui se clôt sur un ultime dialogue ouvert sur la vie «Fixons la date du mariage. Elle hoche la tête et s'endort» (2021). Autre variation de point de vue, dans le récit de Jean-Claude Grumberg, Votre maman, ce dialogue est médié par la conversation avec les médecins, chaque fragment commençant «votre maman» sauf le dernier fragment où le narrateur refait le dernier parcours de sa mère pour s'imprégner d'elle.

Que la maladie d'Alzheimer ait le potentiel de produire des poétiques originales, on en trouvera une autre preuve le dispositif très singulier d'Olivia Rosenthal dans On n'est pas là pour disparaître, qui consiste non à témoigner d'un trauma vécu (le texte est donné comme une fiction inspirée de l'histoire de la «famille T»), mais de s'y préparer soi-même: «Ce livre a pour but de m'accoutumer à l'idée que je pourrais être un jour ou l'autre atteinte par la maladie de A. ou que, plus terrible encore, la personne avec qui je vis pourrait en être atteinte» (2007, p. 17). Le récit entremêle le cas d'un fait divers (un meurtre sous Alzheimer) et celui de la première patiente du docteur Alois Alzheimer qui a donné son nom à la maladie et des entretiens fait avec des médecins et des malades. Le tout sert une réflexion sur le temps et la perte de la perte dont la maladie est finalement le prétexte: «Il y a des moments où les choses, en perdant le nom qu'elles portent, s'éloignent. Si je ne fais pas des efforts acharnés pour les retenir, je finirai par les perdre toutes. Toutes les choses» (ibid., p. 24). Le texte d'Olivia Rosenthal semble s'écrire sans nécessité personnelle contrairement aux textes de remédiation (« Finalement, quelle nécessité y a-t-il à ce que j'écrive sur la maladie de A. ? quelle obligation ? quel désir ? » (ibid., 34) 5 ). Mais l'identification de l'auteur est du personnage de la fille du meurtrier atteint d'Alzheimer est possible et laisse planer la possibilité d'une lecture autobiographique et expérientielle (« Jamais tu n'aurais imaginé que ton père puisse un jour te confondre avec sa femme » (ibid., 56) 6 ) et l'écriture est traversée de contradictions assumées: « Je défie tous ceux qui veulent voudraient pourraient écrire sur cette maladie d'en avoir envie. Je n'ai pas envie d'écrire sur la maladie de A. et mon corps me le dit […] Écrire sur la maladie de A. est par nature voué à l'échec » (ibid., 94) 7 . La maladie d'Alzheimer permet d'explorer des formes de déconstruction de la narrativité autour de l'idée d'une mémoire défaite et conduit à interroger ce thème central à la modernité littéraire qu'est les limites du langage, en postulant à la fois la distance réflexive et ironique de la littérature postmoderne et une exigence d'intervention qui culmine dans une adresse finale pathétique: «C'est trop compliqué/d'être un homme» (ibid., p. 214).

Alzheimer et amnésie culturelle

L'importance du thème de la maladie tient également à ce qu'il croise une peur de l'amnésie qui est une véritable panique morale dans le champ culturel contemporain. Maladie de la mémoire, Alzheimer est un extraordinaire accélérateur de souvenirs et le catalyseur de leur urgence: la maladie réouvre des blessures dans la construction identitaire des identités personnelles («Je te cherche depuis que je suis petite», écrit Christine Orban, 2011), mais aussi culturelles. Chez Tahar Ben Jelloun dans Sur ma mère, il s'agit de «reconstituer» (2008, 4 ème de couverture) une vie à partir de fragments de souvenirs avant que ceux-ci s'effacent, mais ce parcours induit une enquête urgente sur les secrets des aïeux, leurs origines ou leurs amours secrètes. La question de la Shoah et celle d'Alzheimer se croisent ainsi fréquemment, comme dans Porte de Champerret d'Evelyne [START_REF] Bloch-Dano E | Porte de Champerret[END_REF]. Ainsi, les écritures du drame d'Alzheimer s'insèrent dans une culture de la mémoire très particulière où le présentisme s'accompagne d'une hyper inquiétude liée à l'accélération du temps et une tentative de fixation de lieux de mémoire: après une phase traumatique après-guerre où la littérature a comme refusé l'histoire, est venue l'âge de la «mémoire saturée» pour employer l'expression de Régine Robin (2003). L'effacement est devenu un péril, et la culture un rempart, où de multiples dispositifs cherchent à activer en permanence un passé jamais stabilisé. D'où une littérature entée sur un impératif de comblement des «trous de gruyère de la mémoire» pour prendre l'expression d'un texte pour la jeunesse à l'École des loisirs de Xavier-Laurent Petit (2002, 4 ème de couverture), dans laquelle la mémoire qui s'enfuit est celle de toute une génération. On retrouvera ainsi fréquemment des listes péréquiennes, chez Christine Orban («Elle était blonde. / Elle conduisait vite une Dodge Dart décapotable. / Elle me dictait "la poule et ses poussins" sur la table de la salle à manger en se levant souvent pour surveiller le dîner. / Elle chantait Stormy Weather sans comprendre les paroles en anglais» (2011) ou chez Annie Ernaux, mémorialiste de toute une génération pour laquelle Alzheimer fonctionne comme une métaphore:

Elle a peur qu'au fur et à mesure de son vieillissement sa mémoire ne redevienne celle, nuageuse et muette, qu'elle avait dans ses premières années de petite fille -dont elle ne se souviendra plus. […] d'une certaine façon, effaçant les paroles, les images, les objets, les gens, elle préfigure déjà, sinon la mort, du moins l'état où elle sera un jour, s'abîmant, comme le font les très vieux, dans la contemplation -plus ou moins floue à cause de la « dégénérescence maculaire liée à l'âge » -des arbres, de ses fils et de ses petits-enfants, dépouillée de toute culture et de toute histoire, la sienne et celle du monde, ou alzheimerienne, ne sachant plus quel jour ni mois ni saison on est. Ce qui compte pour elle, c'est au contraire de saisir cette durée qui constitue son passage sur la terre à une époque donnée, ce temps qui l'a traversée, ce monde qu'elle a enregistré rien qu 'en vivant (2008, p. 238).

La maladie d'Alzheimer fonctionne comme une maladie collective, elle est la métaphore des défis auxquels la narration contemporaine doit se confronter -permettre la reconnaissance, faire face à la pluralité, aux divergences et concurrences mémorielles dans un contexte où il n'existe plus de grand récit unificateur disponible. Dans le contexte d'un rapport peu tranquille et sans relais collectif au passé commun, Alzheimer est une maladie qui plus encore peut-être que le cancer, active les fonctions de réparation par comblement de la littérature: la

Voir Gefen,

2 Voir le site de l'APA, en ligne : http://autobiographie.sitapa.org/publications/la-faute-a-rousseau-revue-de-lautobiographie/article/la-faute-a-rousseau-no23-fevrier-2000-le-moi-et-le-temps.

Voir la page Babelio du livre, en ligne: https://www.babelio.com/livres/Devars-Le-piano-desaccorde/40398.

Voir la page Gallimard Jeunesse du livre, en ligne: https://www.gallimard-jeunesse.fr/9782070539956/mamiememoire.html.

Ibid., p. 56.

Ibid., p. 56.

Ibid., p. 94.


Solène Juteau
email: sjuteau@em-normandie.fr

TheFork by TripAdvisor : A French success story

Keywords: Start-up success story, Digitalisation, Digital platforms and ecosystems, Teaching cases, IT for competitive advantage, Business value and economics Start-up success story, Digitalisation, Digital platforms and ecosystems, Teaching cases, IT for competitive advantage, Business value and economics

Two-sided platforms are developing and changing the way we work. They often embed an app. This case study aims at understanding the development of a two-sided platform in the restaurant industry to discuss its functioning, the details of its attractive characteristics, the value proposition for each side, and multiple network effects. The case deepens the reflection of the transition from a value chain to an ecosystem through the two-sided platform. A review of the exploitation of data and their valorization is included. This case will be particularly useful for post-graduate or MBA students in courses on platforms, ecosystems, innovative business models and/or data exploitation.

TheFork by TripAdvisor : a French twosided platform success story

The Fork concept

The Fork is an online restaurant booking technology company. It enables users to book a table at restaurants in advance. The organization has developed a website and an app. The Fork has also been part of the Trip Advisor group since 2014 and was previously called La Fourchette. Founded in 2007 by Frenchman Bertrand Jelensperger, it encouraged users to make reservations through its website, and then in 2011 its mobile app by offering them formats not accessible live, including discounts of up to minus 50% on a full menu.

In 2020, the platform had a turnover of 24 million euros 1 , had 80,000 restaurant references and was present in 22 countries 2 .

The business model

The platform is paid by charging an amount per meal, the amount being different according to the countries (in France, first 1.5 euros and then two euros per meal4 . In Switzerland, La Fourchette charges 2 francs at noon and 3 francs in the evening per meal)5 . The amount charged is lower if the restaurant is equipped with La Fourchette reservation technology6 . The Fork also charges restaurant owners for its reservation management software. In 2007, before the buyout, The Fork's revenue was €15 million. In 2018, Bertrand Jelensperger announced that he had generated one billion in revenue for restaurant owners7 .

Fundraising

In 2008, a first fundraising of one million euros from Smart&Co, which became a majority shareholder, in 2011 took place a second fundraising of 3.3 million euros.

Finally, a third round of financing of 8 million euros led to the company's expansion into Switzerland.

To facilitate its rapid growth, The Fork had acquired nine companies.

Trip Advisor's $150 million buyout in 2014

In 2014, LaFourchette was acquired by the American TripAdvisor for an estimated $150 million 89 .

Then present in four European countries (United Kingdom, Spain, France and Switzerland) in 2014, the La Fourchette group wanted to "benefit from the global influence of Trip Advisor" and accelerate its expansion. In 2014 The Fork had over 12,000 affiliated restaurants.

The American travel advice site Trip Advisor had made an "exclusive offer" to acquire the European restaurant reservation platform La Fourchette. Before the pandemic, 5 million customers used the platform each month. By 2022, TheFork is present in 22 countries in Europe, Australia, and Latin America11 .

In 2022, La Fourchette will have 1,000 employees, a third of whom will be in France.

Strategic developments in governance

TheFork's co-founder and current CEO, Bertrand Jelensperger, will join Tripadvisor CEO and co-founder Stephen Kaufer to lead TheFork's new advisory board, effective April 1, 2021. This new organization will support the company's strategic framework and key decision making. As part of the leadership development, Almir Ambeskovic has been named CEO of TheFork. He will provide operational management and brand development for the company.

The new services

Operation Back to School

Early campaign.

In 2021, after the pandemic, for each new user, The Fork offered a coupon worth 20 euros to be used at the restaurant. The only condition to take advantage of this is that the user has never made a reservation via the platform. After downloading the app, the customer enters the code "AURESTO" and selects the business of their choice from the list of those that have activated the fork pay option. "We have 18,000 partner restaurants out of 110,000 in France, and 5,000 are using The Fork Pay, a free service until the end of the year," says Damien Rodière, The Fork's general manager for Western Europe. Thanks to this digital payment (via the app and not on the spot), the voucher can be subtracted from the bill of a minimum amount of 21 €.

Insider

La Fourchette launches Insider, a selection of the best restaurants. From "neighborhood nuggets" to "the latest trendy gastronomic table". Insiders also share valuable tips such as signature dishes not to be missed, the best table to ask for when making a reservation, and anecdotes about the cuisine and the chefs. "Above all, we want to confirm our knowledge of gastronomic trends," says Rémy Bitoon.

The platform has also deployed a new tool called 'Pop'. This tool links to all the restaurants with occasional promotions in the relevant region.

Michelin

Michelin and the TripAdvisor/LaFourchette duo believe that by working together, they bring together "the best of both worlds." The French group wants to promote its gastronomic know-how by relying on an audience of American platforms and brands of French origin.

The Michelin Guide, a showcase of the world's gastronomy for 120 years, has partnered with the travel app TripAdvisor and its online booking subsidiary TheFork to boost awareness of its restaurants.

The Michelin Guide features 14,000 carefully selected restaurants around the world.

On the eve of its 120th anniversary, the Michelin Guide, known worldwide for its selection of starred restaurants, proposed to partner with TripAdvisor and LaFourchette, two leaders in online reservations. Scott Clark, a Michelin Group executive committee member, said the partnership would provide "unprecedented visibility of the properties featured in the Guide.

With 14,000 of the best restaurants and hotels in more than 30 countries, the Michelin Guide has long served as a showcase for the world's gastronomy. But now that's not enough. This partnership will allow web giants like TripAdvisor and TheFork to provide what travel guides lack: a digital audience.

Each month, approximately 460 million travelers read reviews of more than 8.6 million accommodations, restaurants and more on the TripAdvisor platform alone. TheFork is now the leading online restaurant booking platform in Europe, Australia and Latin America, with a network of more than 67,000 restaurants and over 30.5 million monthly visits to the app.

According to a recent study by Strategy&, a member of the PwC network, TripAdvisor and TheFork generated nearly 7.9 billion francs in sales in six markets last year and served more than 320 million meals in restaurants. unparalleled boost With the help of two strategic partners, the Michelin Guide hopes to offer users of these platforms a wider selection of quality restaurants worldwide and "exclusive and diverse" offers. In addition to increasing the number of reservations in this establishment. To achieve this, the Michelin Group has decided to sell the online booking site Bookatable to TheFork.

The acquisition will give TheFork a foothold in five new countries, making it a global leader in its field and enabling it to "support a growing number of restaurant owners in the digitalization of their businesses," according to Bertrand Jelensperger, Senior Vice President of Restaurants and CEO of LaFourchette12 .

Below, some questions that can be asked to the students :

1. What is the value proposition of The Fork?

2.

What type of platform does The Fork have? What is the specificity of these platforms?

3.

What types of effects are implemented in such a system? List and detail them.

4.

How is the Fork part of an ecosystem?

5.

Why did Trip Advisor decide to buy The Fork?

6.

What data does The Fork use? How can the business model be described as data-driven?

Figure 1

 1 Figure 1 home page and presentation, source : thefork.com

Figure 3 Figure 5

 35 Figure 3 presentation page, source theforkmanager.com The Management Software also offered more visibility on social networks (Facebook, Instagram, Google...).

  CEO of The Fork, said the acquisition will allow the company to "leverage Trip Advisor's global reach to drive more customers to our partner restaurants and rapidly expand into new and evolving markets," he said.The American giant was already gathering a very large community of travelers worldwide: 570 million reviews -200 contributions per minute -on 7.3 million accommodations, restaurants and attractions. There is therefore enormous room for growth for The Fork, which has inevitably been renamed The Fork. With one click, users can now book an affiliated restaurant from TripAdvisor.As ofNovember 2018, LaFourchette had already completed acquisitions in Italy, the Netherlands, Portugal and Australia (The Italians Mytable and Restopolis, BestTables in Brazil and Portugal, Iens, SeatMe and Couverts in the Netherlands, Sneat and Tous Au Restaurant in France, Dimmi in Australia). The organization was then in 11 countries. The acquisition of Restorando in February 2019 gives it a presence in eight Latin American countries (Argentina, Brazil, Mexico, Colombia, Chile, Uruguay,

	The platform had been majority-owned by Otium Capital since 2009. According to the investment company, the site directly generated about €250 million in sales for partner restaurateurs and employed 190 people, mainly in Paris and Barcelona. By early 2014, there were more than 700,000 monthly reservations. Bertrand Jelensperger, International expansion...through acquisitions Panama, Peru) 10 .

TheFork acquires full control of UK-based Bookatable in alliance with Michelin Group.

The "Fork" platform launches an unprofitable initiative for restaurateurs, RTL, September 2020

"La Fourchette wants to become the reference gastronomic guide in Switzerland" , June 2018, on Bilan.ch

Menus at low prices on the Internet, Le Figaro, May 2010

The French start-up that became No. 1 in online restaurant reservations The Fork to conquer the world, February 2018, Laurent Centrella, Trends Trends

"Reservation specialist La Fourchette acquired by U.S. giant Trip Advisor" [archive], on La Tribune, 25 May 2014

"Un coup de Fourchette à 150 millions de dollars", on lejdd.fr

"LaFourchette accelerates in Latin America with the acquisition of Restorando" [archive], on ecommercemag.fr, 28 February 2014

"Change of governance for The Fork", EcommerceMag, Stéphane Marius, 23 Feb 2021

"Michelin Guide, TripAdvisor and LaFourchette: Three restaurant behemoths join forces," on bilan.ch in December 2019