By using an empirical method to investigate the occupied site of a renowned airport mega‐project near Nantes (so‐called Notre‐Dame‐des‐Landes, France), the paper examines the socio‐spatial effects of territorial mobilisation. We consider how the territorial embeddedness of a struggle helps reshape the relationship to space for the occupants of the contested zone. Starting from an analysis of the forms of “inhabiting” and “cohabitation” of the heterogeneous “occupying‐inhabitants” in the disputed zone, we stress how the relationship with others and to space operates over the long term. More attention is paid to describing the plural representations of the territory, which clash, converge and are unified alternately, ultimately creating a “territory of struggle(s)”, which has become iconic in France.

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For almost a century, Longwy has been one of the most important industrial areas of France, contributing the majority of the national production of cast iron and steel. The objective of this paper is to analyse how higher education, then health and well-being were mobilised in the process of regeneration of Longwy, which had been very harshly affected by the industrial changes of the 1980s. It also questions, transversally, the positioning of Longwy with regard to its border situation. The article shows that the local left-wing authorities put forward higher education as a crucial element of regeneration and by contrast the right-wing mayor who succeeded this administration linked the concept to health benefits for the city.

Nous nous intéressons à la façon dont trois dispositifs de formation de la région Bretagne, visant à mobiliser par le numérique des publics éloignés de l’emploi, ont traversé le premier confinement national, tout en maintenant la mise en capacité à apprendre des usagers. Il s’agit de comprendre comment les environnements de formation proposés se sont montrés capacitants. L’enjeu est de repérer au sein de ces environnements, à partir du cadre des capabilités, des facteurs de conversion et de décision contribuant à développer le pouvoir d’apprendre et d’agir des personnes en formation. Il s’agit de réfléchir à des modalités d’hybridation de dispositifs de formation et d’accompagnement de publics en situation de vulnérabilités socio-économiques, qui soient réellement capacitantes.