Search Results

Keywords: problématisation, curriculum, histoire, pratiques d’enseignement

Keywords: lumière, photon, optique, onde, corpuscule, dualité

Keywords: éducation préscolaire, transposition didactique, savoirs mathématiques, approche développementale, jeu symbolique, rôle de l’enseignante

This article aims to show how entrepreneurship serves as a pathway for the socio-professional integration of immigrant women, while at the same time acting to avoid as much as possible the various forms of discrimination they face in the Quebec job market. Systemic discrimination is a current issue that has been the subject of much discussion in Canada and Quebec. It can contribute to the hyper-precarity of immigrant women from visible minorities, who experience double discrimination due to their ethnocultural backgrounds and to the fact that they are women. Indicators of discrimination include higher rates of unemployment, deskilling and low income, with their effects on local development. We first provide an overview of systemic discrimination in employment. Then, we present three resources that support women’s entrepreneurship throughout Quebec (MicroEntreprendre, Entreprendre ici, and the Réseau des femmes d’affaires du Québec). We conclude with the impacts of businesswomen on local development.

Keywords: Women, Femmes, discrimination, discrimination, visible minorities, minorités visibles, entrepreneurship, entrepreneuriat, développement local, local development

Objective: Provincial and territorial legislation across Canada mandates child welfare agencies to release youth from their care at the age of majority. Consequently, youth exiting care tend to have limited support networks, mostly comprised of formal and short-term connections. There is a gap in research examining long-term supportive relationships from the perspectives of youth who have 'aged out' of care. Methods: This PAR photovoice project involved 8 former youth in care ages 19 to 29 in Vancouver, B.C. over the course of 12 weeks, and entailed collaborative thematic analysis of the photographs. The lead researcher executed additional analysis following the data collection phase. Results: Relationships to culture, spirituality and the land were identified as important by racialized and Indigenous youth. Animal companions also emerged as an important non-human connection. Key barriers included a lack of culturally matched foster placements and social workers, gentrification, housing restrictions and a narrow definition of family relationships. Key strengthening factors included supportive community organizations and culturally responsive workers. Conclusion and Implications: Findings highlight the importance of including the relationships that matter to youth in care within child welfare decision-making and planning processes, and a need for systemic investment in long-term nurturing of those relationships. Connections that are outside of the traditional social capital framework for young people in care, such as non-human relationships, also need to be valued. By doing so, youth exiting care have a better chance at accumulating social capital and building a support network they can rely on during their transition to adulthood.

Keywords: aging out, transition to adulthood, emerging adulthood, social capital, social support network, relational support, foster care, youth in care, care leavers, indigenous youth

Introduction: The requirement of a university degree as the entry standard to the nursing profession is regularly debated in Quebec (Canada). Several recommendations have been made to increase the proportion of nurses with a bachelor’s degree in nursing given the increasing complexity of care. The literature cites many factors that discourage nurses from returning to nursing studies, but what are the strategies to encourage them to do so? Objective: To describe the state of knowledge on the strategies that have facilitated the return to school for nurses pursuing a bachelor’s degree in nursing, as tested and evaluated in empirical studies. Method: Integrative literature review conducted using the Whittemore and Knafl (2005) method, accompanied by a literature search in 6 databases. Results: On a total of 2545 publications identified, 27 studies were retained. Among the strategies, new baccalaureate programs based on a partnership model, the use of motivational interviews and the support offered by relatives of nursing students were found. Discussion and Conclusion: Four categories (academic, organizational, individual and mixed) highlights tested and evaluated strategies for facilitating nurses’ return to school.

Keywords: retour aux études, return to school, nurses, infirmières, baccalauréat en sciences infirmières, bachelor’s degree, facilitators, facilitateurs, stratégies, strategies

The first volume of Dom Augustin Calmet’s Treatise on the Apparitions of Spirits and on Vampires or Ghosts of Hungary, Moravia, etc. (1751) focuses on demonology. In this treatise, he expands on several elements of demonology published in his biblical analyses and dissertations. This article presents the most important themes: the power of evil angels, exorcism, the witches’ sabbath, and God’s permission. On each of these themes, we compare how Dom Calmet relates to his main demonological sources. This scholar of the great demonological treatises defends the existence of the Devil, while refuting several beliefs presented in these treatises. We argue that, in this XVIII century caracterised by the loss of the hegemony of demonologists, Dom Calmet seeks a reasonable path between demonological tradition, popular credulity, and the new criticism of the Enlightenment.

Keywords: Dom Calmet, Dom Calmet, Devil, Diable, Dieu, God, exorcisme, exorcism, witch, sorcière

This paper asks why reproductive gains have sometimes amounted to reproductive abuse for Indigenous women in Canada. Guided by an intersectional and decolonial approach, it provides a historical material critique of the individualized rights discourse and reformist goals that tend to underlay feminist struggles in Canada. It explores how western feminism might support decolonization and reproductive justice.

Calls to decolonize postsecondary education invite reflection on how disciplines grounded in Western intellectual traditions might engage Indigenous pedagogical approaches with care and responsibility. In considering the integration of Indigenous pedagogies into the teaching of Western philosophy at the university level, we are confronted with questions of practice, reflexivity, and humility, particularly given philosophy’s long-standing emphasis on rationality, Logos, and abstraction. Through a narrative and reflective orientation, Western philosophy is situated within its historical and conceptual context, while attention is given to the ways these commitments have supported critical inquiry as well as contributed to exclusion. Drawing on examples from philosophy teaching in a francophone minority context in Canada, we examine pedagogical practices that emphasize relationality, dialogue, embodied learning, engagement with place, and multiple ways of knowing. Rather than seeking to decolonize Western philosophy as a disciplinary tradition, emphasis is placed on the decolonization of pedagogical practices through openness to other epistemologies, critical self-examination, and sustained relational engagement. Such an approach is offered as a meaningful pathway toward reconciliation and more inclusive philosophy education.

Keywords: educación descolonizadora, décoloniser l'enseignement, decolonising education, Indigenous pedagogical approaches, approches pédagogiques autochtones, prácticas pedagógicas indígenas, philosophy, philosophie, filosofía, Logos, Logos, Logos, concrétude, concreteness, concreción, humildad, humilité, humility

This contribution explores the process of intentional rewriting at work in Poisson d'or by J.M.G. Le Clézio, based on the narrative architecture of Désert, published seventeen years earlier. Through a structural analysis comparing the trajectories of the heroines Lalla and Laïla, we demonstrate how Le Clézio reused and modified the narrative elements of one of his own novels to adapt the same plot to the constraints of a more uprooted, more contemporary character who is nonetheless equally in search of identity. Three narrative elements common to both works are examined: the search for identity markers, the conflict between social assignment and freedom, and the Western experience as a path to exile or revelation. Using a methodological combination of Propp's approach and Bremond's theory of narrative possibilities, the study highlights that this phenomenon of rewriting, far from being a simple self-plagiarism of plot, constitutes a genuine aesthetic and poetic gesture, revealing the consistency of Le Clézio's themes and their ability to regenerate themselves according to figures and contexts.

Keywords: rewriting, récriture, analyse structurale, structural analysis, Propp, Propp, Le Clézio, Le Clézio, Bremond, Bremond