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Inclusive schooling requires that education be adapted to the di- versity of youth in order to reduce the processes of excluding certain students by promoting the continuity of education in mainstream schools. This article looks at a French college which developed inclusive schooling modalities. It is based on a qualitative methodology that is both comprehensive and centered on the confrontation of the actors’ points of view. The concepts of liminality and dilemma allow for the analysis of contradictions in the everyday life of the school staff. We raised three kinds of dilemmas that were experienced as trials and which revealed obstacles but were also source of reflections on inclusion. Finally, this research highlights the need of moving forward locally by “small steps” to enable all stakeholders to mobilize around an inclusive education project.

Keywords: educational inclusion, dilemma, liminality, trial, obstacle, France, éducation inclusive, dilemme, liminalité, épreuve, obstacle, collège, France

The paradigm of inclusion promotes a qualitative way of including children with disabilities in school, and the role of the school environment becomes crucial. School and non-school actors, in a context of inclusion, can choose to work together and implement a process of temporary exclusion from the ordinary school environment by collectively reworking the inclusive norm. This “exclusion / inclusion” process is a subversive, negotiated, and creative process. The symbolic interactionism, the multidisciplinary analysis of the work situa- tions, and the activity clinic are mobilized to analyze this process. This qualitative research is based on observations, interviews, and a collection of institutional and professional documents produced during a socio-anthropological survey.

Keywords: inclusive education, exclusion, negotiation, subversion, hidden dimensions of activity, collective work, inclusion scolaire, exclusion, négociation, subversion, dimensions cachées de l’activité, travail collectif

From the first version of the training program for the degree in Sociocultural Community Development of the Lisbon Higher School of Education in 2006, the teaching team decided to integrate physical and natural sciences. Indeed, in contemporary societies understood as risk societies, reflexivity is central, and science and scientists are becoming more and more necessary, taking populations’ expectations. This need for reflexivity on risks brings additional challenges to the training and intervention of professionals in Sociocultural Community Development. A survey of students reveals their representations of the physical and natural sciences and the importance they give to this knowledge as citizens and future professionals. A transdisciplinary approach, including physical and natural sciences, seems to offer useful tools for the difficult task of sociocultural community developers of finding ways to deal with a reality full of complexities and ambiguities.

Keywords: animación sociocultural, Sociocultural Community Development, formation, training, sciences physiques et naturelles, sociedades en riesgo, formación, natural sciences, sociétés du risque, animation socioculturelle, ciencias físicas y naturales, risk Societies

The question of how through social work practice, theory and research social workers engage in “epistemic disobedience” in respect to the “epistemicide” of Others' knowledges is crucial in the current neoliberal context. However, the possibilities of such resistance are becoming increasingly constrained by the encroachment of licensing requirements for social work professionals. This paper considers how the turn to professional regulation in social work via licensing competency standards further entrenches Western ways of knowing, while at the same time working in concert with neoliberalism to transform the social work profession in ways that stand to remove it from the reach of epistemic disobedience. The Canadian Council of Social Work Regulators' competency standards are taken as the starting point for an analysis, which seeks to articulate the intersecting impacts of neoliberalism in social work practice, and the crucial place of social work regulation within this web of effects. In conclusion, the implications for social work education are raised and the urgency of epistemic resistance is considered.

Keywords: néolibéralisme, compétences, normes, épistémique, résistance, désobéissance, neoliberalism, competency, standards, epistemic, resistance, disobedience

SUMMARYThe population of the Saguenay has long been known for the magnitude of the genetic problems it faces. In particular, since the problem is one of recessive illnesses such as tyrosinemia, Friedreich's ataxia (Charlevoix-Saguenay type), rickets or agenesis of corpus callosum, the strong observed effects have been ascribed to several factors such as the numerous mariages between blood relatives, the stability of the population, a particularly strong founder effect, a specific model of immigration, etc. However, the analysis we have begun to carry out with the aid of SOREP's population data base, forces us to revise these statements. The computer construction of genealogies and the study of demographic behaviour using automatic family reconstruction allow, indeed, for very thorough retrospective analyses, and deliver insights that, to this day, were out of reach. The survey on which we report is of an experimental nature; it was the first time we attempted a rigorous use of the population data base, for such purposes. The results obtained have already had an impact on underlying assumptions in the field of genetics, and moreover, they have substantially changed our perception of the demographic dynamics of the Saguenay.