This paper analyzes the relationship between the Government of Rwanda’s aesthetics of space and the formation of the post-2000 Rwandan state. We reflect upon the importance of aesthetics - ‘how things should look’ - in Rwandan development policy discourses and practices. First, we show how the Government of Rwanda’s aesthetic preferences are materialized through a set of ‘modernization’ policies that aim to transform space in both urban and rural areas. Second, we highlight how the actual transformation of space - directed through these policies - is conditioned by negotiated power relations at various sites of governance and by both social and environmental factors. Third, we show how citizens exercise power through these dynamics, generating contingencies, contestations, and adaptations which disrupt normative framings of citizen-relations in strong state settings. We conclude that the dynamics of negotiation around the Rwandan government’s aesthetics of space both reflect and influence the formation of the post-2000 state. In this way, tactics of negotiation used to confront power at all levels are a viable path for everyday citizens to influence the form and direction of development policy, even within a strong, high-modernist state.

Si les manifestations en Jordanie ne visaient pas le renversement du régime hachémite et furent moins massives que dans les autres pays de la région, elles ont cependant été marquées par « leur ténacité et leur profondeur ». La contestation, rassemblant l’opposition « traditionnelle » et ce qu’on a appelé les « nouveaux mouvements sociaux », a ouvert la voie à un processus de libéralisation politique.

Cette contribution interroge le complexe géopolitique formé par le trio jordano-israélo-palestinien en en retraçant sa genèse à partir du point de vue jordanien, en interaction avec les positions des acteurs sioniste/israélien, palestinien et américain.

Massive open online courses (MOOC) have been considered by some observers as a powerful opportunity to improve distant learning. The Université catholique de Louvain was the first Belgian university to deliver a political science MOOC (Louv3x) in French, entitled ‘Discovering political science’ (Découvrir la science politique). This paper seeks to explore the challenges a pedagogical team faces when transforming a ‘traditional’ political science introductory course into a MOOC. The paper also explores how the use of a MOOC might impact the learning outcome within on-campus and worldwide students.

This paper presents research based on a popular economy perspective, carried out at the Center for Development Studies of the Universite catholique de Louvain. The first part defines how the conceptualization of “popular economy” differs on an epistemological level from the more traditional informal sector concept. The next section presents how the concept was operationalized in research on the solidarity economy movement in Brazil. The paper further highlights the importance of a gender perspective when studying popular economy practices. And it illustrates the usefulness of the popular economy concept in research on Rwanda and on Arabic countries. The different cases illustrate the heterogeneity of popular economy practices, which makes the processes of their formalization and institutionalization very complex. JEL classification: A12, P13, O17, Z13

L’article présente des recherches menées au Centre d’études du développement de l’Université catholique de Louvain à partir d’une perspective d’économie populaire. Il commence par définir cette option épistémologique par rapport au concept plus traditionnel de secteur informel. Il expose dans un second temps des résultats de recherches liées à l’économie populaire au Brésil – et son institutionnalisation sous forme de mouvement d’économie solidaire – et à l’apport d’un éclairage genre à l’analyse des pratiques d’économie populaire. Il dresse ensuite des conclusions de travaux menés au Rwanda et présente quelques mots sur les pays arabes. Les différents cas démontrent l’hétérogénéité des pratiques d’économie populaire, ce qui rend les processus de leur formalisation et institutionnalisation fort complexes. Classifications JEL : A12, P13, O17, Z13

IJTHE • RITPUEntre taux de rétention passif et taux de rétention actif : une analyse de la motivation à partir du MOOC « Découvrir la science politique » (Louv3x) sur la plateforme edXComparing passive and active retention rates: An analysis of motivation in the MOOC "Introduction to Political Science" (Louv3x) on the Open edX platform

One recurring criticism about MOOCs is the fact that few learners complete the course they have registered for and finally earn a certificate. This article delves into this issue on the basis of the analysis of the MOOC "Decouvrir la science politique" (Louv3x, on the edX platform). With a retention rate of 18%, this MOOC scores above the average. In order to refine empirically the approach, and building on the existing literature, the authors distinguish between levels of active retention and passive retention. In this perspective, the paper digs into data collected throughout the MOOC and explores several explanatory factors of retention and motivation for the learners and the teaching team.

One oft-heard criticism about MOOCs is the fact that few learners complete the course and finally obtain a certificate. This article addresses this issue on the basis of the analysis of the MOOC “Decouvrir la science politique” (whose acronym is Louv3x and is available on the edX platform). With a retention rate of 18%, this MOOC scores above the average. In order to refine empirically the question, and building on existing literature, the authors draw a distinction between levels of active retention and passive retention. In this perspective, the paper digs into data – both quantitative and qualitative – collected throughout the MOOC and explores several explanatory factors of retention and motivation for the learners and the teaching team

La conference eMOOCs 2015 s'est tenue sur le site de Mons de l'UCL. Elle a rassemble des chercheurs, des praticiens, des representants de plateformes numeriques sur l'usage des cours massifs en ligne. Le professeur Nathalie Schiffino-Leclercq a ete co-presidente du Track Experience avec Inge (Ignatia) de Waard de l'Open University of the United Kingdom. Avec le professeur Vincent Legrand (UCL), elle a preside la session consacree a la construction, l'animation et l'usage des MOOCs dans les universites en-dehors du recours a des consortiums.