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In this article, we demonstrate the importance of problematizing the processes of translating Indigenous literatures into Spanish, in order to maintain the literary posture of their authors in the translated versions. We focus on Natasha Kanapé-Fontaine's poetic writing, and we analyze the textual difficulties we faced when translating a selection of poems from N'entre pas dans mon âme avec tes chaussures (2012) and Bleuets et Abricots (2016) for the bilingual anthology Mujer tierra, mujer poema, recently published in Argentina. These texts underscore some issues linked to the identity of First Peoples in Quebec, leading us to reflect on the creative dimension of Indigenous poetry from the south of the continent, and to initiate intercultural dialogue between productions from different latitudes. In this respect, we emphasize the important role of translation in making little-known literature visible, and in fostering relations between cultures.

Keywords: francophone indigenous litteratures, Littératures autochtones francophones, literary translation, Traduction littéraire, Natasha Kanapé Fontaine, Natasha Kanapé Fontaine, literary posture, posture littéraire, Spanish-speaking indigenous literature, littératures autochtones hispanophones

This paper focuses on strategies deployed by women and discourses of women’s collective action in the #BeatThePot strike which took place alongside popular protests against Mugabe and the failures of ZANU-PF led government in Zimbabwe. Using Judith Butler’s ideas on “bodies in alliance and the politics of the street,” I theorize how women as gendered “bodies congregate, move, speak and strike together as they claim public space into political spaces” (2015, 70). I interrogate women’s use of embodiment as a strategy involving the metaphor of both the “labouring mothering body” and as “bodies that strike,” which demonstrates how women in Zimbabwe confronted violent political, economic, and socio-cultural limits imposed on their bodies. In this strike, women challenged the silencing of women’s public political work and refused to be relegated to the invisible margins of domesticized and undervalued reproductive labour. Thus, through the #BeatThePot protest, I demonstrate how women in Zimbabwe have engaged in body work to a confront violent regime and how they have borne on their bodies violent reprisal through sexual attacks, abductions, incarcerations, torture, and even loss of life. The paper concludes that the feminized body is a site of violent struggle for autonomy and that through collective action women in Zimbabwe have sought to confront and transform the repressive state.

Keywords: grève féministe, feminist strike, travail reproductif, reproductive labour, protestation, protests, gendered violence, violence, sexospécifique, Zimbabwe, Zimbabwe

In Quebec and Brazil, appreciation is now recognized as an essential skill for leading students to judge the images that invade spaces, particularly digital ones. In recent decades, the importance given to appreciation has contributed to the recognition of the visual arts as a school discipline in its own right. However, recently and in these two countries, educational programs have adopted another posture, one that, in our opinion, endangers artistic teaching in schools. The appreciation in visual arts is a recent addition to the programs and its treatment reveals changes recently adopted by education which go against research in arts education. To support our remarks, we propose to analyze the appreciation in visual arts, in school programs in Quebec and Brazil.

Keywords: visual arts education, enseignements des arts plastiques, enseñanza de las artes visuales, appreciation, appréciation des images, apreciación, curriculum, programas escolares, programmes scolaires, Brasil, Brésil, Brazil, Québec, Québec, Quebec, DBAE, DBAE, DBAE

Teacher shortage is an international issue that does not spare Quebec (Desmeules et Hamel, 2017; Mukamurera et al., 2023; Portelance et al., 2008; Létourneau, 2014). Quality continuing education is one of the ways to retain and attract teachersbecause it equips them for the new realities of their profession and fosters their professional commitment (Homsy et al., 2019; OCDE, 2018). The current situation has a direct impact on the quality of teaching and the future of students. This leads us to question the solutions to be considered to promote the attraction and retention of teaching staff and the documented issues that link the shortage of teaching staff to the training that is currently on offer. The aim of this literature review is to examine how the development of teaching skills can contribute to improving the attraction and retention of teaching staff in Quebec. The analysis of existing work has led us to explore a new angle that could be useful both in Quebec and internationally: the integration of concepts from educational technology as courses of action to support the implementation of a professional development approach.

Keywords: formation continue, continuing education, formación continua, formação em serviço, pénurie du personnel enseignant, teacher shortage, escasez de profesores, escassez de professores, desenvolvimento profissional, desarrollo profesional, professional development, développement professionnel, compromiso profesional, professional commitment, engagement professionnel, empenho profissional