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2831.
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2833.
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2834.
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2838.More information
The Ontario Ministry of Education (2007) strongly advises school administrations to change the operating structure of their schools to include professional learning communities (PLC). However, it is clear that few studies are available to help administrators respond effectively to this demand, particularly in making this new organizational structure one that promotes the professional development of teachers and success for all students. To understand the conditions needed for the establishment and development of a PLC, a qualitative study was conducted at two French elementary schools in Ontario that had reached an advanced stage of PLC functioning. The results of our study highlight the importance of “shared leadership” between the school board, the principal and the teachers to establish and develop PLC functioning.
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2839.More information
This article examines the experience of activism by individuals who use personal testimonials delivered in a public forum to advocate for the social inclusion of their sexual and gender communities. We describe the experience of activists from three social groups who are the target of stigma and discrimination due to their sexual identity, sexual practices, gender expression or the development of their bodies: people who identify as lesbian, gay, bisexual, trans, queer or intersex (LGBTQI), people living with HIV and people with sex work experience – and their intersections. A political, sensitive and intersectional conception of community is put forward in order to capture the transversal aspects of this militancy while highlighting the singularities of the multiple perspectives that compose it. We conclude by noting similarities between such community testimonials and twentieth century feminist interventions and the epistemic and mobilization challenges they raise.
Keywords: témoignage public, militantisme, LGBTQI, VIH/SIDA, travail du sexe, communauté, intervention féministe, public testimonial, activism, LGBTQI, HIV/AIDS, sex work, community, feminist intervention
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2840.More information
Although studied since the 2000s, the issues raised by artificial intelligence (AI) systems in education are currently receiving increasing attention in the scientific literature. However, obtaining a comprehensive overview is challenging due to researchers approaching them through diverse educational contexts, computational techniques, and heterogeneous analytical perspectives. Therefore, the objective of this study was to conduct a systematic review of the literature on the ethical and critical issues of AI systems in education to gain a better picture of them. An analysis of 58 scientific documents led us to identify 70 ethical and critical issues of AI systems in education, which were organized under 6 tensions: complexity of educational situations vs. technical standardization; agentivity of educational actors vs. technical automation; educational justice vs. technical rationality; school governance vs. technical design; need for intelligibility of educational actors vs. technical opacity; and dignity of educational actors vs. exploitation of data.
Keywords: Education, systèmes d’intelligence artificielle, artificial intelligence systems, éducation, ethical and critical issues, enjeux éthiques et critiques, systematic review of the literature, revue systématique de la littérature