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The purpose of this article is to understand the perceptions of parent commissioners, elected commissioners, and principals on the political participation of parents in the decision-making process within the councils of commissioners since the adoption of Bill 105 amending the Education Act. A multiple case study was conducted with two school boards in the City of Québec area, and semi-structured interviews were held with 13 participants. A content analysis of the data revealed that greater numbers and the right to vote have brought parent commissioners more legitimacy and recognition, as well as a more egalitarian relationship with the other members of the school governing bodies. The role of parent commissioners is now more decision-making than simply advisory.

Keywords: Parent participation, Participation des parents, educational governance, gouvernance de l'éducation, prise de décision, decision making, commissions scolaires, school boards, Québec, Quebec

Keywords: reconnaissance des acquis, acquis extrascolaires, université, parcours, justice sociale

For the social economy to reach its potential to generate inclusive prosperity, it must be embedded in supportive ecosystems. The question arises whether, from a public policy perspective, government policies can effectively activate and promote such ecosystems. This article addresses the nature of social economy ecosystems, identifies key elements of a public policy aimed at promoting them, and investigates whether this action increases their institutionalization in a territory. To this end, following the presentation of a theoretical framework, an analysis focuses on a case of public policy to promote the cooperative ecosystem, the “Plan Fent Cooperatives” of the Valencian Community. The results indicate that this strategy, described as a second-generation public policy for the promotion of the social economy, contributes to consolidating a favourable cooperative ecosystem in the region.

Keywords: social economy, économie sociale, écosystème, ecosystem, politique publique, public policy, développement local, local development

Every year, the French national police force recruits and trains several thousand police officers, who are at the bottom of the hierarchicalpyramid. Recruited from all over France - in the Île-de-France region, the provinces and the French overseas departments and territories - they are mainly expected to be posted to the Île-de-France region, where four out of ten French police officers work, and from where more officers leave during their career – a priori to seek a better quality of life elsewhere in France - than are transferred from these other French territories. This article sets out to take the measure of what this constraint represents in police recruitment, at a time when the latter is particularly complicated by a number of applications well below what the institution hopes for. It shows how the administration is looking for the right strategy to relativize the negative weight of this very real constraint.

Keywords: police, police, recruitment, recrutement, formation, training, concours, competition, assignment, affectation

Taking the view that learning is only learning when it is accompanied by experience, this research focuses on the identifiable variables of this experiential dimension. To do this, the researchers followed learners as they discovered cultural otherness through the Dialogue en route project (https://enroute.ch/fr/), which involves a dual encounter with a cultural site and a witness to that site. To reach the learners' semiosis, the researchers documented their learning activity using two types of trace, visual and verbal. Because of their fundamentally different intrinsic characteristics, the two types of trace opened up a process-space of intelligibility that enabled the researchers to empirically document the complexity of meaning-making, its situated nature and its potential impact on learning. To this end, the temporality of trace production was used as an instrument, since the learners photographed moments in the double encounter situation and then captioned them afterwards. Reconstructing the situation as it unfolded turned the visual and verbal modalities into semiotic resources that the learners used to reconstruct their potential experience. For the researchers, the study of the relationships between these two modal traces makes it possible to qualify the experience lived by the learners, raises questions about both the pedagogical device and the emergence of collectively constructed knowledge, captured here in its 'average' restitution rather than in its negotiation.

Keywords: sémiose, semiosis, activity, activité, expérience, experience, mediation, médiation, apprentissage, learning