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During the COVID-19 pandemic, many things changed in people’s educational lives as individuals transitioned to remote learning. While technologically advanced countries swiftly adapted to the new normal, less developed countries encountered substantial obstacles. This study aimed to compare distance education practices during the lockdown in four OECD countries (Belgium, Japan, Spain, and Türkiye) and provide future-oriented suggestions. A systematic literature review was conducted using OECD documents on distance education practices accessed through the OECD iLibrary database with a keyword search. Nine papers out of 1,294 meeting inclusion criteria were thoroughly reviewed, focusing on categories such as general information, sample practices, implementation challenges, conducting courses, supporting students during the lockdown, and evaluation and national examinations. A descriptive analysis was performed based on coding categories. Findings revealed that school closure durations varied by country and educational level, with each country adopting approaches suitable for distance learning. Online learning platform development was similar across countries, except for Japan, which has a distinct curriculum structure. Challenges, including technological limitations and resistance to change, were common, exacerbated by a lack of expertise and the need for rapid adaptation. Distance education primarily relied on computers, television, and homework, with radio use varying. Decision-making processes differed across countries, with centralized decision-making observed in Türkiye. Supporting disadvantaged students and addressing learning losses were prioritized, and national exams were postponed with changes in content and the number of questions.

Keywords: COVID-19 lockdown, OECD, distance education, country policy

In common law countries, the development of the liability of multinational groups' parent companies is driven by judicial activism. This activism reflects the fact that the courts are working in favour of CSR. In this context, the Supreme Court of Canada, in its ruling in Nevsun Resources Ltd. v. Araya, allowed a case to proceed against a Canadian company for violation of international customary law. This decision, as ambitious as it is controversial, creates a new remedy in Canadian common law for holding multinationals accountable. For its part, the UK Supreme Court ruled on the duty of care of parent companies in Vedanta Resources PLC and another (Appellants) v. Lungowe and others (Respondents). Again, the position is ambitious and supportive of holding corporate groups more accountable. In this article, we present and analyse these two decisions, putting them into the previous legal context that they have changed.

Studies of dissent in contemporary Islam have focused on Islamist movements, while religious dissent itself remains an under-explored topic. This article offers new perspectives on the emergence of religious counter-authority, its trajectory and status in the religious field, the mechanisms of exclusion, the claims, practices and limitations of counter-authority figures. We conduct this analysis based on two cases : that of Moḥsen Kadīvar, the Iranian Shiite theologian-jurist who rebelled against the religious establishment in Iran, and that of Sa῾d al-Dīn al-Hilālī, an Egyptian Sunni Azharite theologian-jurist who dissented from his al-Azhar institution. Kadīvar challenged the authority and power of jurists in Iran, while al-Hilālī, protected by political power in Egypt, opposed only the religious authority of al-Azhar.

Keywords: authority, autorité, pouvoir, power, dissidence, dissent, islam, Islam, Moḥsen Kadīvar, Moḥsen Kadīvar, Sa῾d al-Dīn al-Hilālī, Sa῾d al-Dīn al-Hilālī

According to the theoretical perspectives of Catherine Bell and Michel Foucault, a ritual can be interpreted as a discourse which develops a hegemonic order, a strategic way to implement the normative functioning of the context in which the ritual is embedded. In a religious context, ritualization can be used to establish power relations within religious communities, particularly between the sexes. From these perspectives, this article analyses the Jewish rite of immersion, the mikvah, from its traditional form to its contemporary feminist transformations. The mikvah was originally a purification ritual that governed the lives of Jewish women who were menstruating and married, giving them a certain status within their community. Rabbi Elyse Goldstein has rethought this practice to adapt it to changing mentalities, and to detach it from its role as a regulator of marital sexual intercourses.

Keywords: rituality, ritualité, Judaism, judaïsme, feminist transformation, transformations féministes, rapport de pouvoir, power relations, mikvah, miqveh

Keywords: éducation inclusive, obstacle à l’apprentissage et à la participation, recherche-action-formation, ordre d’enseignement secondaire

Keywords: éducation inclusive, élèves plurilingues émergents, élèves allophones, services d'accueil et de soutien à l’apprentissage du français, participation, classe ordinaire

Many teachers work in national contexts different from those in which they completed their teacher education. To date, research has neglected the role their colleagues play in their socialisation to the profession. This research aims to shed light on the ways in which interactions with colleagues help teachers who have received their training outside of their current national professional contexts to integrate into Montréal schools. The findings demonstrate that these interactions help to shape their understanding of education, their relationships within the educational community and those within the teaching profession, until these are viable within the new context. Colleagues play different roles in learning contextspecific teaching conventions.

Keywords: socialization agents, foreign-trained teachers, social representations, teaching knowhow, interactions at work, socio professional integration, agents de socialisation, représentations sociales, savoir enseigner, interactions au travail, enseignants formés à l’étranger, intégration socioprofessionnelle

Equity, diversity, and inclusion (EDI)—or sometimes styled EDID by including decolonization—is an institutionalized response to demands for access, inclusion, recognition, and redistribution by communities of people excluded from traditional centres of power. Under the banner of EDI(D), educational institutions have launched an extensive program of adult education, seeking to “train” institutional actors to adhere to policies and root out bias in practice. In this paper, Bannerji situates the relations of EDI work within the broader framing of multiculturalism, racism, and ideologies of education in Canada. Drawing from Dorothy Smith’s unique articulations of ontology and ideology, Bannerji confronts the ideological praxis of EDI work and asks us to consider the politics of identity and pedagogy that constitute this particular conjuncture.

Keywords: Ontology, Idéologie, Éducation, Inquiry, Ontologie, EDI (Equity, Diversity, Enquête, ÉDI (Équité, Inclusion), Institution, Diversité, Inclusion), Education, Ideology, Institution

In this reflective account, I revisit my geopolitical location, earlier life and career, and academic journey using the ideas of feminist theorist Dorothy Smith as an interpretive frame. Her theorizing and methodology have been transformative, particularly in relation to gaining insight into a paradox. In order to undertake community-engaged research, poorly recognized by traditional academic expectations of scholarship, I had to find a way to survive within the very institution that devalued this approach. Smith’s conceptual contributions, particularly her regard for women as subjects (not objects) and experts of their lives, encouraged me to undertake this reflection. And her theorizing of how women’s local everyday experiences are connected to complex relations of ruling have brought me new insights. While I had no direct connection with Smith, I experience her passions and ideas as a form of feminist solidarity.

Keywords: Reflective Memoir, Épistémologie féministe, Feminist epistemology, Relations de pouvoir, Ethnographie institutionnelle, Relations of Ruling, Mémoire réflexive, Institutional ethnography