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AbstractBetween 1937 and 1970, the Patronage Saint-Charles de Trois-Rivières housed hundreds of deprived adolescents, enabling them to continue basic schooling and to obtain their first professional training as well. Without questioning the overall view of the historiography, which holds that the Québec government — even after the voting of the Loi de l'Assistance publique in 1921 — tended to finance the Church while entrusting it with a large share of the responsibility for regulating social welfare, the study of this orphanage makes it possible to better document the complexity of Church-State relations before the reforms of the Quiet Revolution. Three conclusions can be clearly drawn. The State had long taken no interest in the professional training of underprivileged teenagers. Nevertheless, as shown by the fate of professional teaching at the Patronage, the Church was unable to broadening the range of its intervention in official child care institutions beyond what prevailed at the time of the 1921 Act. Finally, after 1950, new trends in social service encouraging foster care at home motivated the public authorities to restrict financing for traditional orphanage functions.

Abstract International studies on alcohol consumption call for a gender specific frame of analysis. They furthermore highlight the variation in consumption patterns according to different roles attributed to women. When considering prostitution as another social role, the present article brings us to think of the positive symbolic value of alcohol consumption in the definition of womanhood. Data collected during field work in Bolivia allows us to suggest the hypothesis that this consumption redefines the relationship of women prostitutes with their clients and their relation to sexual activity. It subsequently allows these women to distance themselves from the stigmatizing attributes of their work and to join the ranks of honourable women. This discussion brings us to think of alcohol consumption independently from drug use and to go further than its sociosanitary aspects, to consequently focus on the subjective meaning that such an individual, social and cultural activity may have.

Keywords: consommation d'alcool, prostitution, genre, féminité, rôles sociaux, Bolivie, alcohol consumption, prostitution, gender, femininity, social roles, Bolivia, consumo de alcohol, prostitución, género, femineidad, roles sociales, Bolivia

Due to COVID-19 prevention measures, schools in Quebec were closed in 2020 and 2021, reducing instructional time compared to previous years. This study compares the reading performance of Grade 4 students on ministerial tests before (June 2019, n = 13,669) and after (June 2021, n = 10,880) school closures while quantifying variations based on students’ individual and socio-economic characteristics. Results reveal a significant decrease of 8.4 percentage points between 2019 (mean = 77.7%) and 2021 (mean = 69.27%) and an increase of 10.8% in the failure rate (17.1% in 2019 versus 27.9% in 2021). Students in the bottom 10% of the distribution experienced marked declines in performance (-18 percentage points), while students in the top 10% of the distribution did not exhibit any decline. This study contributes to the understanding of the impact of school closures on children’s reading competencies and underscores the critical importance of in-person instruction, particularly for students with learning difficulties.

Keywords: COVID-19, COVID-19, fermetures d’écoles, school closures, performances des élèves, student learning outcomes, educational impact, impact éducatif, reading performance, compétences en lecture, Québec, Quebec

Keywords: stratégies de lecture, compétences informationnelles, numérique, parents, collaboration école-famille

According to contemporary observers, in the years from 1576 to 1579 Henry III brought together groups of orators-men and women, poets and courtiers-to discuss questions of moral philosophy. This happened both in Paris, and in provincial towns such as Blois and Ollainville. Several of the speeches given by these diverse orators remain extant. Among the spectators was Marguerite de Valois, who ordered the transcription of thirteen speeches that were pronounced during the January-February period of 1576. This album, preserved in a beautifully-bound manuscript, provides an interesting testimony to the intellectual curiosity of Marguerite and to the abiding interest of the king and his court in the domain of eloquence. The present article describes the context in which Marguerite de Valois participated in the first sessions of the Palace Academy, and presents the manuscript volume containing several, palpable traces of her reading of the texts. It also evaluates the contribution of some poets from Marguerite's entourage, such as Ronsard, Desportes, Baïf and Jamyn, and examines aspects of their philosophical debates as well as their oratorical skills.

This article presents two prototypes of pedagogical approaches that were developed as part of a research project aimed at raising awareness among pre-service teachers and librarians in training on the importance of featuring diversity and inclusion in literature teaching and learning. These approaches were developed by the research team and piloted in three bachelor-level university courses in education sciences and library science. This article aims to describe the theoretical and conceptual foundations of these pedagogical prototypes, including a call for accountability, authenticity, and vulnerability; as opposed to analyzing the impact of the testing. University professors might find these tools, foundations, and approaches insightful and useful in different fields of education sciences and beyond.

Keywords: diversité ethnoculturelle, ethnocultural diversity, linguistique et religieuse, linguistic and religious, literature, littérature, formation universitaire, university education, personnes enseignantes, teaching staff, bibliothécaires en formation, librarians in training