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In this article, we propose to lay the groundwork for an allegedly “critical” intercultural approach that goes beyond the key concepts of the intercultural approach, namely culture and intercultural skills (Legault, 2000, Cohen-Emerique and Rothberg, 2015). Beyond considering the communicative and subjective aspects of the interaction between cultures and identities, our aim is to identify, recognize and integrate the structural inequalities, contemporary tensions and “nano-racism” (Mbembe, 2016) manifesting itself in everyday social interactions. In other words, beyond a subjectivist and interactionist intercultural approach, we essentially propose to consider racism systemically in order to promote a critical intercultural approach.

This article presents the context of the Resistaction collaborative research project, in which a participatory mapping process of socio-ecological conflicts has been initiated, documenting the expansion of extractivism in Quebec and Chile. Some main theoretical references are highlighted and the methodological options are briefly discussed, focusing on the cartographic elaboration process. Preliminary results in the two regions studied are presented, highlighting the particularities of these realities. Finally, the cartographic process is discussed, explaining its significance in a socially critical environmental education perspective.

Keywords: cartographie participative, éducation relative à l’environnement, conflits socio-écologiques, extractivisme, recherche collaborative, Québec, Chili, participatory mapping, socially-critical environmental education, socio-ecological conflicts, extractivism, collaborative research, Quebec, Chile, cartografía participativa, educación ambiental socialmente crítica, conflictos socioecológicos, extractivismo, investigación colaborativa, Quebec, Chile

This article explores the historiographical transformation of Shōtoku Taishi (574-622) during Japan's Meiji period (1868-1912), as scholars grappled with the intersection of tradition and modernity. Revered as a foundational figure in Japanese Buddhism, Shōtoku underwent a reevaluation through the lens of Western-influenced academic disciplines. We delve into the contributions of four key intellectuals — Murakami Senshō (1851-1929), Sonoda Shūe (1863-1922), Sakaino Kōyō (1871-1933), and Kume Kunitake (1839-1931). These scholars synthesized new methodologies with ideological expectations, critically engaging with traditional narratives to redefine Shōtoku's historical significance. Their endeavors reflect a broader negotiation of Japan's identity, balancing historical accuracy with nationalist sentiments. While they shared similar concerns, each scholar brought a unique perspective to the depiction of the prince, influenced by personal and professional considerations. Although largely overlooked today, their works have shaped modern portrayals of Shōtoku, underscoring the enduring impact of Meiji historiography on Japan's cultural memory and discourse.

Keywords: Shōtoku Taishi, historiographie bouddhiste, modernisme bouddhiste, la période meiji, Université de Tokyo, Shōtoku Taishi, Buddhist historiography, Buddhist modernism, Meiji period, University of Tokyo

In the global context of increasing mobility and migration, unaccompanied minors (UM) generally flee precarious and frequently dangerous situations, including organized violence and war. Their plans to leave represent a response to individual and locally-situated experiences, combined with numerous aspirations (personal, familial, communal, etc.) aimed at improving their living conditions. The traumas and forms of victimization experienced by certain UM in their country of origin and when crossing borders illegally can be exacerbated upon their arrival in their destination country, due to restrictive reception policies. In addition, as a result of family separation, the need to adapt immediately to a host environment and the vulnerability associated with the difficulty and uncertainty of having their status as minors recognized, UM are exposed to various risks. In this context of precariousness, vulnerability and risk of exclusion and victimization, the care and protection of UM must occur swiftly and effectively in order to offer them a stable and secure environment and enable them to integrate into the host society.

Since November 2022, educators have been concerned about the emergence of computer services that generate texts, images, or sounds based on a simple textual request. These computer applications, referred to as Generative Artificial Intelligence (GAI), have been heavily publicized. In the area of evaluation, new challenges arise: 1) Can we determine the skills to assess in students, who are potential users of GAI ? 2) Can we differentiate between human and machine production ? 3) Can we evaluate, in substance, productions that use the form as an illusion generator ? 4) How can we realize an authentic evaluation of a student's production ? 5) Do we know how to evaluate the educational potential of these technologies ? To address these five challenges, it is necessary to raise teachers and trainers' awareness to the practice of ethical and formative assessment capable of harnessing these technologies to prepare students for technologies that will soon become commonplace in schools.

Keywords: éthique, évaluation formative, illusion, intelligences artificielles génératives, ethics, formative evaluation, generative artificial intelligence, illusion, avaliação formativa, ética, ilusão, inteligências artificiais generativas

In order to facilitate their social and professional integration (SPI), refugees are invited to participate in a career counselling group. Using thematic analysis of observation logs, as well as collective and individual meetings as a starting point, the objective of this article is to understand how the conceptual instruments transmitted can support useful learning for their integration, and the development of an individual and collective agency during this integration process. Results show the relevance of group intervention with refugees, as it allows them to learn conceptual instruments leading to SPI and form significant relationships with the counselors and the other participants.

Keywords: Immigration, réfugiés, intégration sociale et professionnelle, counseling de carrière groupal, Immigration, refugees, social and professional integration, group counselling

In this jointly written article, Simon Dubois and Waël Ali revisit a lesser-known aspect of contemporary Syrian theatre history. Their effort to archive a sensitive history of activism in Syria during the 1980s led them to reconstruct the experience of an underground theatre troupe in prison. Here, they provide a historical and analytical overview of these cell-based plays that were staged between 1987 and 1991 in Saidnaya prison, where many opposition activists were incarcerated.

Keywords: Syrie, prison de Saidnaya, théâtre, années 1980