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The purpose of this paper is to elaborate on the commonality between the Theory of Didactical Situations (TDS) and lesson study to propose a model of lesson study using both the predominant graphical representation of lesson study by Lewis and the model of the didactical situation at the heart of TDS by Brousseau.

Starting by describing and adapting the predominant graphical representation of lesson study by Lewis and the model of the didactical situation at the heart of TDS by Brousseau, the paper integrates the two representations to highlight the commonalities between the students’ learning situation and the teachers’. Based on this integrated graphical representation, the key phases of lesson study are then conceptualised by the mean of the dialectic between didactical and adidactical situation.

The reflection about the use of the TDS graphical representation embedded in the lesson study diagram helps the reflection on the use of TDS itself to analyse lesson study. This theoretical analysis describes the process of teacher learning in lesson study and the link between their learning and the student’s. It also shows that lesson study is a good candidate for the fundamental situation of the knowledge for teaching.

The graphical conceptualisation of lesson study as a learning situation for teachers offers new insight about how teachers learn in lesson study.

The purpose of this paper is to present French Didactique des Mathématiques (DM) to the Lesson Study (LS) community.

This theoretical paper presents the origins of DM in the Theory of Didactical Situations (TDS) by Brousseau. It elaborates about didactical engineering, fundamental situation and other fundamental concepts. It briefly presents other Didactique theories: the theory of conceptual fields, the anthropological theory of the didactic, the joint action theory in didactics and the double approach. It considers importance of the (TDS) and influences over teaching of mathematics. This paper finishes by highlighting the ways Didactique and LS could contribute to each other in a profitable dialogue.

The paper contrasts DM with some LS main features. It highlights the parallels despite fundamental differences in the initial goals of the perspectives. It shows that these differences could lead to productive dialogue by producing more practice-oriented forms of didactical engineering for the first and making teachers’ principles for lessons more explicit for the latter.

The paper presents a very quick overview of the parallels between DM and LS. Additionally, this paper gives many accessible references in English for the reader to explore Didactique further.

The object of this research is the reconstruction of the existing legal response by European Union states to the phenomenon of immigration. It seeks to analyse the process of conferral of protection.

One main dimension is selected and discussed: the case law of the national courts. The study focuses on the legal status of immigrants resulting from the intervention of these national courts.

The research shows that although the courts have conferred an increasing protection on immigrants, this has not challenged the fundamental principle of the sovereignty of the states to decide, according to their discretionary prerogatives, which immigrants are allowed to enter and stay in their territories. Notwithstanding the differences in the general constitutional and legal structures, the research also shows that the courts of the three countries considered – France, Germany and Spain – have progressively moved towards converging solutions in protecting immigrants.

The research contributes to a better understanding of the different legal orders analysed.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

The rule of law has been tried in many countries under the state of exception during COVID-19. This chapter focusses on the case of Finland, the only Nordic country to declare a state of exception during the pandemic. Drawing from theoretical accounts on the state of exception, it analyses to what extent the Finnish democratic Rechtsstaat has coped in the state of exception.

The authors propose the concepts of a radical and restrained state of exception and argue that while the Finnish states of exception were rather restrained than radical, there are risks involved in the fact that powers granted by the Emergency Powers Act to be used during a state of exception are moved to normal legislation. Indeed, as Giorgio Agamben, among others, has warned, the state of exception may become permanent and undermine democracy and the rule of law. The chapter provides a dialogue between theory and empirics related to a state of exception, applying theoretical insights on the case of Finland during COVID-19.

Two understandings of “conflict” are derived from a multi‐cultural East‐West experience: as a fundamental threat in which conflict is normally avoided, and as competitive games in which conflict is associated with confrontation and negotiation, and is sought after. Suggests that it is the view of conflict as competitive games that is promoted through “managerialism” and that it is this view that is largely being transferred to post‐Iron‐Curtain countries, despite the fact that conflict as competitive games does not lend itself easily to HR and management practice in cross‐cultural situations. Questions the appropriateness of transporting models of HR that promulgate the free‐market myth to transitional economies.