Documents found
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21332.
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21333.
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21337.More information
Keywords: éducation préscolaire, communication, langage oral, engagement, contexte d’apprentissage
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21339.More information
Animation is often considered as a way to facilitate young people's access to literary knowledge. But the revival of literature in animation raises several questions about its contribution to the teaching of the original text: is it a way to offer a sensitive experience through the medium's potential in reinventing the forms, or a matter of providing a representation that helps to interpret the reading? The production of the Japanese animated feature Night of the Milky Way Railway (Ginga tetsudô no yoru, Gisaburô Sugii, 1985) is emblematic of these issues. Based on a complex novel written by Kenji Miyazawa (1896-1933), a popular literary figure in the country, the studio Group TAC embarked on a creative process that emphasized the construction of meaning as much as it maintained some lack of understanding during the screening. When the film was released in Japan, it raised many questions. A study of its visual and stylistic strategies reveals how much this adaptation involves the viewers in an ‘active’ mode of learning. Because the original story depicts a vague fantasy world, playing with a mixture of spiritual and scientific elements, the film promulgates this ambiguity by revealing the polysemic potential of animation’s resources.
Keywords: adaptation animée, animated adaptation, children’s classic’s adaptation, adaptation de films pour enfants, Kenji Miyazawa, Kenji Miyazawa, Night of the Milky Way Railway, Train de nuit dans la voie lactée, poïétique du film d'animation, poietic of animation, apprentissage actif, active literacy
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21340.More information
Inclusive education in private schools remains an under-researched area, particularly within the Caribbean. This qualitative single-case study explores the perspectives of 27 purposively selected stakeholders—including educators, parents, students, and support staff—at a private primary school in urban Jamaica. Through thematic analysis, key barriers to effective inclusion were identified: inconsistent communication, limited staff capacity, inadequate school—community partnerships, and insufficient human and physical resources. Despite these challenges, stakeholders expressed a strong commitment to improving inclusive practices, which are examined in this article. The findings underscore the importance of grounding inclusive education policy and practice in the lived experiences of those directly involved. While not generalizable, the study offers valuable insights that can inform inclusive education efforts in both private and public schools within comparable contexts.
Keywords: private school, école privée, inclusive education, éducation inclusive, stakeholder perspectives, points de vue des parties prenantes, Jamaica, J amaïque, educational improvement, amélioration de l’éducation