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Marie Canavaggia is one of the few prominent translators of major works of American and English literature in the 20th century. Her role and influence in France and in French-speaking countries gave French readers the opportunity to discover key texts of English-language literatures. Our study of this important translator lies within the framework of Pierre Bourdieu's sociological theory and, secondarily, is informed by Antoine Berman's thoughts on literary translation. To develop an understanding of Marie Canavaggia's habitus—a concept it was first necessary to clarify—this study examines her biography (factual biographical information in particular) and presents a contrastive analysis of her translation of Nathaniel Hawthorne's The Scarlet Letter. It concludes by highlighting the elements that make it possible to better define Marie Canavaggia's influence on French literature and literary translation.

Keywords: sociologie de la traduction, Pierre Bourdieu, Antoine Berman, Marie Canavaggia, The Scarlet Letter, sociology of translation, Pierre Bourdieu, Antoine Berman, Marie Canavaggia, The Scarlet Letter

AbstractThe explanation generally advanced for young Quebecers' increasing participation in the labour market during their studies, beyond the economic circumstances that have favoured this evolution, is their desire for financial autonomy. Can we be satisfied, however, with a sociological explanation of so great a phenomenon that invokes this motive alone? To decide, we first examine the evolution of this phenomenon and underscore just how common it is. Then we examine the reasons given by young people themselves for working while they study, and the importance they attach to financial autonomy. Finally, we consider the possible sociological interpretations of the offered reasons, as well as the most general social stakes, of concurrent work and study. In the course of these considerations, the sociological explanation of this phenomenon must, it seems to us, take account of the question of the social integration of young people and the changing modes of socialization for today's youth. More than merely the search for financial autonomy, concurrent work and study thus reflects a new conception of youth.

Public Organizations (POs) have been slow in innovating their service provisioning bureaucracy. Recently, POs have been stimulated to cooperate with each other in loosely coupled organizational arrangements by making use of each other's services – i.e., the sharing of services. The development of these networks is difficult, since they embrace several organizations whose developments are often out of sync and their resources and absorptive capacity are limited and diverse. This study analyzes and examines three cases in which three different collaboration strategies were adopted. Based on the core competency and absorptive capacity theory, the three cases are then compared. This comparison shows that of the variety of shared service collaboration strategies can be explained by several factors including path-dependencies, the organizations involved, their interrelationships, available resources, capabilities and geographical position.

On 18 May 1859, after a “smutty journey,” Lucy Lyttelton stepped from a Britschka carriage onto the pavement of Stratton Street, Piccadilly, in the heart of the West End of London. Accompanied by her politician father, and her elder sister Meriel, Lucy had migrated from Hagley Hall, the family's country estate in Worcestershire. Four weeks later, Lucy travelled to St. James's Palace with “awestruck anticipation,” to be presented to Queen Victoria; she was officially “out” in Society. For the three months that followed, Lucy was engaged in a whirl of socializing that characterised the West End during the period. She attended concerts and dinner parties dressed in expensive gowns, and danced with eligible suitors in crowded ballrooms. During the day, she rode along Rotten Row in Hyde Park in the family's carriage, accompanied by her Aunt Catherine, the wife of Prime Minister William Gladstone. In the afternoon she gossiped with her equally aristocratic and titled friends, plotting the capture of a suitable husband at the next ball or private party.Lucy's life in London was mirrored by thousands of other debutantes and their families, each a constituent part of the “London Season.” The social whirl that occurred in this corner of the capital during the eighteenth and nineteenth centuries had significant implications for the nature of the West End at the time. The character and meaning of individual houses and streets, and entire neighbourhoods, were altered by the activities of elite families such as Lucy's to the extent that the London Season can be understood to have been of fundamental importance in shaping space in this corner of London.This paper analyzes in depth this relationship between space and the London Season, identifying specifically the impact elites had on the West End. In so doing, the research moves beyond previous literature regarding the Season to understand the part-time nature of space, the way in which gated communities were created, the influence of elite fashion on residential spaces, and the close relationship between space and status formed during this period. These analyses make important contributions to a critical understanding of the location of the Season in the West End, and the importance of this space to the elite in the nineteenth century.

This paper presents the results of a collaborative research and focuses more specifically on the analysis of student needs and its influence on the dynamics of decision-making and problem-solving in the teaching planning for a variety of students. Using a conceptualized category analysis, the results offer an interpretation of the models of intervention mobilized by teachers. In particular, it shows that this dynamic is influenced by the moment when teachers consider it necessary to analyse the needs of their students, by the angle of analysis they privilege to think these needs and by the pragmatic considerations that go beyond perceived needs Moreover, the analysis of students' needs in planning generates tensions such as the perceived requirement to reflect and analyse, the difficulty of adopting a conscious and rational approach, and the management of time that is trapped between community and singularity.

Keywords: planification de l'enseignement, processus décisionnel et de résolution de problèmes, diversité de besoins pour apprendre, recherche collaborative, analyse par catégories conceptualisantes, teaching planning, decision-making and problem-solving, diversity of learning needs, collaborative research, conceptualized category analysis, planificación de la enseñanza, proceso decisional y de resolución de problemas, diversidad de necesidades para aprender, investigación colaborativa, análisis por categorías conceptualizantes

This article relates an experiment on the construction of the number at the level of the preparatory course and the elementary course (pupils aged 6 to 8). We focus our analysis on one of the engineering and elements. It is a personal and collective copybook, called the Journal du Nombre, which aims to a better understanding of mathematics. One of its particularities is the exclusion of all evaluation in order to favor the construction of a time knowledge to develop a personal connection to mathematical objects, especially for less advanced students. Our theoretical framework is the Theory of Joint Action in Didactics-TJAD, which is the continuation of the work of Brousseau (1970) and Sensevy (1996). We retained some theoretical categories such as the defining and strategic rules, the middle contract, the joint action, the collective productive incentive, the dialectic of the expression reluctance and the less advanced students. The methodology consists of the analysis of a small sample of work in the Journal du Nombre done by less advanced students. The results show that the Journal du Nombre is a device that links the institutional time and the personal duration of the student for a better acquisition of mathematical knowledge.

Keywords: ingénierie, action-conjointe, Journal du Nombre, situations didactiques, mathématiques, engineering, joint action, Journal du Nombre, teaching situations, mathematics, ingeniería, acción conjunta, Journal du Nombre, situaciones didácticas, matemáticas

The main goal of this qualitative research is to shed light on the protection and vulnerability factors in teenagers who are living in foster care and considered to be resilient. Twelve young people (6 boys and 6 girls), who were from 14 to 17 years old and who had been placed in homes because of behavioural problems, participated in this study. These young people, who had been in placements for an average of 5.6 years, were identified as being resilient based on a grid filled out by practitioners and on a clinical discussion. Two interviews were held with each teenager. The results point to environmental protection factors (significant relationships with adults, particularly practitioners, quality services, and sources of approval) as well as individual factors (will to succeed in life, perception of control, adaptation strategies) that fostered these young people's resilience.

Keywords: résilience, adolescence, hébergement en milieu substitut, resilience, adolescent, foster care

The discourse on information technologies and high tech contributes to a definition of “highly qualified skilled labour” that excludes many aspects and sets of skills, including many professions that have highly qualified workers. For example, the definition does not incorporate the different structures and dynamics of the working world, deals with problems concerning high-skill jobs at too abs- tract a level, and disregards the social and cultural processes that contribute to the definition of this term. Ethnographic data drawn from a field research assignment allow to outline the parameters of a new definition of highly skilled labour that is more aligned with the realities of the working world.

AbstractStarting from the hypothesis that the sociology of networks provides a more appropriate theoretical framework than that of the literary field for insight into concrete relations between authors, we explore a few concepts arising out of the analysis of networks that provide considerable heuristic potential, including those of social capital, centrality and structural autonomy. Thus, the case of the relations between André Laurendeau and La Relève shows that the former played a central role in the magazine's network, although without ever having been considered as a full participant. The identification of this external centrality in return reveals a characteristic of Laurendeau's socialization work ; he continually built up ties between groups, thus giving himself unsurpassed autonomy in the French-Canadian intellectual circles of the period.

SummaryThis paper presents results from a qualitative study regarding the opinions of four professors in a practicum supervisory role who have shared their experiences of accompanying immigrant students in training through a semi-structured interview. The role of the practicum supervisory professor, the process experienced by immigrant students in training, the challenges encountered, the specific needs of the students and the support provided will be presented in this paper. Implications for further research and for promoting practicum success and integration of these students in the profession will also be discussed.

Keywords: étudiants immigrants stagiaires, professeurs superviseurs de stage, formation à l'enseignement, accompagnement en stage, apprentissage par transformation, immigrant students, practicum supervisory professors, teacher education, practicum accompaniment, transformative learning, estudiantes inmigrantes en formación práctica, profesores supervisores de formación práctica, formación docente, acompañamiento en formación práctica, aprendizaje por transformación