Pour une approche critique à l’éducation territoriale entre durabilité et transition écologique. Le cas italien

This paper is firstly organised on the premise that geography is a bridging discipline through which different sectoral knowledge dialogues in the construction of shared competences for education and territorial governance and the construction of an “envi- ronmental conscience”. Secondly, it seeks to identify some of the critical approaches to the concept of ecological transition as an interpretative key to the “regeneration” of knowledge and territories? The contribution will therefore define the theoretical and methodological approaches through which “territorial education” actions have been developed in Italy in the last decades and more recently on issues related to the concepts of sustainability, resilience, and vulnerability. The innovative aspects as well as the limits will be highlighted, emphasizing –among others– the role of Associazione Italiana Insegnanti di Geografia (AIIG), which has always aimed at raising awareness and valorising the territory in the different educational cycles.