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Research framework: Adoption has existed for many years as an institution that promotes family ties, taking forms that vary based on place, culture and time . However, the ways in which the social actors involved use adoption reveal specific conceptions of the child, the family, affiliations and family relationships. Objectives: This issue aims to identify the evolution of certain social and legislative adoption practices and to discuss the family and identity realities associated with adoption, in order to provide an analysis of how it has changed over time. Methodology: The articles in this issue highlight the many aspects of adoption: not only does it affect a number of different actors (adopters, adoptees and parents of origin), but it also raises concerns and questions of a social, legal and family nature. Results: Adoption is a subject of study at the intersection of several disciplines, including law, anthropology, sociology, psychology and social work. The various cases discussed in this issue also illustrate the importance of reflecting on the implications of adoption for individuals, families and society as a whole. Conclusions: The cases cited in these articles illustrate the need to approach adoption from a dynamic perspective that takes into account the evolution, contexts and changes involved in all the issues associated with it. Contribution: This issue is intended to stimulate reflection, both now and in the future.

Keywords: adoption, filiation, famille, origines, adoption internationale, protection de l’enfance, adoption, filiation, family, origins, international adoption, child protection, adopción, filiación, familia, orígenes, adopción internacional, protección de la infancia

The aim of this paper is to interpret the special place of Naples in Philippe Vilain’s work. In the light of socio-anthropological considerations on the significance of adoption in certain traditional Neapolitan practices, we will attempt to support the hypothesis that the transition from the status of foreign traveller to that of adopted Neapolitan constitutes the culmination of an original literary process that bases its autofictional device on the need to make what Vilain calls “the orphaned voice of the I” heard, and to go beyond it.

The 'disappearance' of the 'other', in various forms, which we will analyse in this context, is a constant feature of Philippe Vilain's work. It goes hand in hand with another form of disappearance, which stems from the complex relationship this writer establishes with the expressive modalities of subjectivity, a source of critical reflection in his essays and of narrative experimentation with the speech of the "I" protagonists. Beginning with the first, more explicitly autofictional essays, his narrative subjectivities evolve and multiply, fragmenting an emotional, intellectual and cultural authorial self with multiple facets. This article proposes an analysis and critical reflection on these disappearances of beings, both fictional and auctorial.

In Georges Gurvitch's analysis of social reality, he considered that concepts like social law and social rights, normative facts, and transpersonalism demonstrated the existence of a pre-existing legal order in social environments. He argues that groups and communities of various kinds can regulate themselves without resorting to domination and that law can be produced through cooperation, communion and solidarity. His methodology was highly interdisciplinary, bringing together sociology, philosophy and the science of law to go beyond what he termed individual law. Gurvitch used this pluralism as a critical method for dislodging principles that no longer corresponded to social reality and had become dogmatized in the science of law. This critical approach is an appeal to the science of law to account for social phenomena, such as demands for new rights, that can lead to legislative reformation. In contrast to legal positivism, this broad view of the law calls for a greater role for both critical thinking and interdisciplinarity in legal education.

This paper reports data from a research study and workshop about reclaiming Indigenous sign languages and cultures, and strengthening services for Indigenous deaf children and their families and communities. The purpose of this workshop was for presenters to share their lived experiences and knowledge as deaf and hearing Elders, parents, and youth, including what resources were and were not available to them. Findings revealed themes including the importance of support for accessibility and inclusion from First Nations political and community leadership; the importance of supporting children’s intersectional identities; the need for greater resources for First Nations communities to access services and supports for deaf children; and youth experiences of learning about deaf culture and sign language, and attending deaf schools. These findings also suggested innovative models for including deaf children and their families.

Keywords: deaf children, sign languages, early intervention, Jordan's Principle

Collective accompaniment, as per the reflexivity approach on-in-for practice, requires the adoption of different postures, whether one is placed in the role of the accompanying or accompanied person. This article presents the lived experiences of an accompaniment process fostering research and training within an individual and collective reflexivity approach. Three types of actors are interrelated: an accompanying research director, an accompanied and accompanying doctoral candidate, and accompanied and accompanying English as a second language teachers. Advocating for an action-research approach using the first-person point of view (“I”), each actor was invited to reflect on their practice from an on-in-for perspective. The discussion presents three dimensions: the role of ethical rules, the art of questioning, and the interdependence between involved actors.

Keywords: reflexivity, reflection in-on-for action, objective posture, accompanying and accompanied actor, réflexion et réflexivité, posture d’objectivation, analyse sur-dans-pour la pratique, acteurs accompagnateurs et accompagnés

Numerous studies around the world report that new teacher induction is particularly critical, with beginning teachers often dropping out of the profession. Coaching, such as that provided by a mentor, occupies a front-line position among the means that can support new teacher induction. But, to ensure fruitful support in terms of professional development for the beginner, the mentor must act with precaution and mobilize several support skills. This is one of the aspects documented in our doctoral research, conducted in the form of a multi-case study and using a qualitative/interpretative approach with four coach-beginner dyads from secondary education in Quebec.

Keywords: teacher induction, beginning teachers, mentoring support, support skills, case study, insertion professionnelle, enseignants débutants, accompagnement mentoral, compétences d’accompagnement, étude multicas