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The notion of infringement of rights is the most sensitive issue in the practice of youth protection law. Paragraph 4 of section 91 of the Youth Protection Act provides that when the court seized of a child's situation under the Act finds that a child's rights have been infringed, it may order measures to correct the situation. When the rights of a child whose security or development is compromised, have possibly been infringed, the situation awakens the sensitivities of all of the parties involved and calls for diligent action. However, the court's power to intervene in this matter is laconically defined in the piece of legislation. It has been the subject of unequal interpretations in case law without receiving particularly critical examination by the doctrine. The author therefore seeks to establish the basis for a rigorous legal understanding of this notion in order to render its interpretation consistent and recognize its limits.

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: collaboration intersectorielle en enseignement, pratiques collaboratives à visée inclusive, stages de travail adapté, formation préparatoire au travail, transition de l'école à la vie active

Keywords: plan d'intervention, autodétermination, difficultés d'adaptation, pratiques inclusives, implantation de programmes

To understand the authoritarian turn of neoliberalism in Brazil during the Bolsonaro government, the article examines how neoliberal reforms are composed with a historically situated political rationality: the military logic of war on the internal enemy. The article first lists the neoliberal reform projects proposed by Economy Minister Paulo Guedes during the first three months of his administration. Second, it maps the participation of the military in the Bolsonaro government and analyzes the emergence of the military logic of war on the internal enemy during the Military Dictatorship (1964-1985), its metamorphosis in war on drugs throughout the New Republic and its updating through “pacification” operations. Finally, the article shows how neoliberal and military rationalities are composed in the Brazilian authoritarian turn, creating, on one side, mutual reinforcement, and, on the other, blockades that put Brazilian democracy in check.

Keywords: Bolsonaro, Logique militaire de la guerre contre l'ennemi interne, Tournant autoritaire au Brésil, Néolibéralisme, Bolsonaro, Neoliberalism, Authoritarian turn in Brazil, Military logic of the war on the internal enemy

Keywords: scolarisation inclusive, didactique, autorégulation, articulation des temps didactiques

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

Live music performance provides a source of income and opportunities for musicians to develop creative and performance skills as well as engage with peers. The Australian live music sector, however, was shuttered as part of the public health measures enacted during the global COVID-19 pandemic. Drawing on findings from a multi-year national study into the portfolio careers of Australian musicians (2016–2019), this article reports findings related to live music performance and considers them in relation to the sector’s shuttering. It argues for the consideration of the role and nuance of performance as we re-emerge in a post-pandemic world so that the diversity of formats and opportunities are sustained.

Introduction: Nonprofit community-based organizations (COs) are expected to complement specialized cancer care and help meet the needs of people living with and beyond cancer. However, nonprofit community organization (CO) services are underused by women living with and beyond breast cancer (WLWB-BC).Objective: The objective of this study is to explore women’s experience of using CO services.Methods: The study is designed as a qualitative study using Interpretive Description. Ten WLWB-BC with experience using CO services were recruited for individual interviews. Thematic content analysis of interview data relied on an iterative 3-cycle coding process to identify factors that affect women’s activation to use CO support services.Results: Interviews reveal variations in women’s recognition of their need for support, in their experience of identifying COs to meet these needs, and in the process of accessing and using CO services. The concept of candidacy emerges as a determinant process in the use of CO services, influenced by the highly contextualized quality of interactions between women, cancer team professionals and COs.Discussion and Conclusion: Integrating CO services requires more productive interactions. Our findings shed light on how WLWB-BC seek response to their needs outside specialized cancer care. An important aspect is how they see themselves as candidates for CO services and how care providers legitimate perceived needs and eligibility. Candidacy and productive interactions create a virtuous circle supporting activated and informed providers, which in turn support WLWB-BC activation in self-management and CO service utilization.

Keywords: cancer du sein, breast cancer, nonprofit community-based organization, organisme communautaire à but non lucratif, modèle de soins chroniques, chronic care model, candidacy, éligibilité/candidacy, qualitative study, étude qualitative

The distortion of Critical Race Theory (CRT) in American popular media has spread to Canada, where the word “race” has traditionally been avoided in education, but where incidents involving race and “anti-racism” now garner considerable attention. We outline CRT in education and the context surrounding anti-racism work in Ontario. We then analyze important initiatives, such as Ontario’s proposed Bill 16 and the Hamilton-Wentworth District School Board’s “Learn. Disrupt. Rebuild.” module, in terms of their relevance within the CRT theoretical framework. Basic qualitative content analysis shows that the much-discussed provincial-level Bill 16 does not reflect the tenets of CRT—despite what its opponents, notably organizations such as Parents As First Educators (PAFE), have argued. However, the district-level “Learn. Disrupt. Rebuild.” initiative does reflect some tenets of CRT. This latter equity initiative is suggested as a model, starting from the local level in school districts, that other Canadian educators supportive of CRT should feel justified in following, as progressive Canadian districts move from anti-racism towards the next phase of district reform.

Keywords: Ontario schools, Critical Race Theory, Race, Racism, Bill 16, Canadian schools