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The R score (CRC in French) is the cornerstone of the governance of selection for entry to universities in Quebec. From the perspective of the sociology of quantification and of the sociopolitics of the instrumentation of public action, this article aims to grasp the sociohistorical context which led to the choice of the R score, the discourses which justify this choice and the conceptions of equity which underlie its use. The article is based on the analysis of public policy documents produced since the creation of the cegeps as well as an analysis of the mathematical properties of the R score. It shows a twofold transformation of selection governance, which tends more and more to reduce the principle of equity to a technical choice and to give weight to the strength of the collegial reference group rather than to the rank. The analysis of the mathematical properties of the R score reveals that, far from being neutral, this selection tool is based on a conception of equity in which the background of students enrolled in strong homogeneous groups in college would guarantee their future in terms of academic success. In a context of hierarchization and competition between college establishments, this instrument ultimately leads to a double standard of evaluation and reinforces social inequalities in access to university.

Keywords: sélection, instrumentation, enseignement supérieur, selection, instrumentation, higher education

AbstractWhen and why does the professional translator experience problems when rendering the sense of utterances in his translation? How does he go about solving a reformulation problem? An analysis of on-line process data from three experienced Norwegian professional translators grappling with three utterances in a French original text shows that visualisation plays a key role in problem-solving on the level of reformulation.

Keywords: Analyse in vivo de données processuelles, visualisation du sens, concepts métaphoriques et métonymiques, processus complexe de résolution de problèmes de reformulation

This article reports on a formative model for the evaluation of learning as illustrated by the material: Evaluation Profile. This model was inspired by seven themes representing life history, the analysis of representations and reflections on problematic situations. This text also expounds (gives details, elucidates) on the theoretical contributions inherent to this model, on the methodology used in the analysis and interpretation of responses and finally explains the emergence of profiles orienting evaluation.

Keywords: formation des maîtres, formation à l'évaluation, évaluation des apprentissages, modèle constructiviste, teacher training, formation to evaluation, évaluation of learning, constructivism

When author and translator work together on the translation of fiction, a unique situation of exchange based on creativity and interpretation occurs. This paper exposes the underpinnings of such a literary enterprise and discusses the collaborative efforts of author and translator on the development of three successive versions of two specific passages in the novel De troublants détours (Sanconie 2004). Each version of these passages represents the bricks-and-mortar of the creative bridge that arches over the literary distance between the original and target texts. Author and translator are temporarily suspended in this creative space as each awaits the other's commentary on the first and second stages of translation. The alliance of author and translator creates a new space for inventive translation where source and target texts converge and cohabit, despite their alterity. The new literary translation as creation recycles the old and is the product of a series of negotiations, involving narrative, representational, and interpretive strategies, under circumstances and parameters that push the boundaries of standard translation.

Keywords: auteur-traducteur, collaboration, négociation, créativité, author-translator, collaboration, negotiation, creativity, autor-traductor, colaboración, negociación, creatividad

Keywords: cheminement doctoral, personnes étudiantes, agentivité collective, soutien, révision de programme

Virtual worlds and online games experienced a remarkable increase in popularity in the early months of the COVID-19 pandemic. Based on ethnographic research, we discuss the use of Second Life as a space of sociability in contexts of physical distancing in several countries. Focusing on the socio-technical characteristics of this digital environment, as well as on the experiences of its users, we propose that the current appeal of this type of platform can be explained by distinctive elements, including: immersion, avatar embodiment, synchronicity, and persistence.

Keywords: internet, mondes virtuels, sociabilité, distanciation physique, immersion, internet, virtual worlds, sociability, physical distancing, immersion

If, like their counterparts in the primary and secondary sectors, vocational training teachers face significant challenges when entering the profession, their atypical career path, often paired with a lack of training in pedagogy, poses challenges for their professional life. This research was interested in vocational training teachers’ self-efficacy, a facet still unexplored, but relevant in the study of the development of their teaching competence. Through semi-structured interviews with 21 vocational teachers from Quebec, this research helped identify the most decisive sources of their self-efficacy. The results show that the mastery experiences, particularly the professional experiences related to the trade that they are teaching, seem to be what most influenced the participants’ beliefs of effectiveness.

Keywords: self-efficacy, Sentiment d’efficacité personnelle, beginning teachers, Sentiment d’autoefficacité, vocational training, Formation professionnelle, Enseignement professionnel, Nouveaux enseignants, Insertion professionnelle

A decade ago, Lenoir, Larose, Deaudelin, Kalubi and Roy (2002) defined the educational intervention construct (EI) in the field of education and teaching. In a subsequent article (Terrisse, Larose & Couturier, 2003), we responded to the restrictive nature of the scope of the EI definition by suggesting a complementary construct: the educational and socio-educational intervention (ESEI). In this article, we look at the ESEI construct from a perspective in which practitioners' competencies necessarily complement one another. Their central work is done directly with children in school, family, and community settings, as well as where these overlap, particularly when it concerns “educational success.” When applied, ESEI is thus characterized by its ecologic foundations and interdisciplinary nature.

Keywords: intervention éducative et socioéducative, interdisciplinarité professionnelle, empowerment, relation école, famille, communauté, réussite éducative, educational and socio-educational intervention, professional interdisciplinarity, empowerment, school, family and community relationship, educational success, intervención educativa y socioeducativa, interdisciplinariedad profesionnal, empowerment, relación escuela, familia, comunidad, logro educativo

Renowed historian E.P. Thompson (1924-1993) single-handedly changed the marxist understanding of class and class consciousness in his pivotal book The Making of the English Working Class (1963). Thompson not only took issue with the economic and technological determinism that plagued marxist theory, he also took issue with philosophers — Althusser, Foucault, Horkheimer, Adorno, Marcuse, etc. — who variously described history as a process without a subject. Thompson was wary of philosophers. He nonetheless approvingly quotes Maurice Merleau-Ponty (1908-1961) in his polemical essay The Poverty of Theory (1978). This surprising reference went unnoticed to this day. Following Thompson's original reference to Merleau-Ponty's The Structure of Behavior (1942) leads one to a number of observations that the french philosopher made to history, social classes and class counsciousness in works such as Phenomenology of Perception (1945), Sense and Non-Sense (1948) and the Adventures of the Dialectic (1955). Those various observations show that Thompson and Merleau-Ponty shared the same phenomenological understanding of class consciousness.