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Within their corpus, religions develop a differentiation principle between those inside and outside their system of reference. From this principle, a fundamental value, of a metaphysical nature, is promoted as the true and the universal essence, thus considering all other values as false. In fact, this principle ends up negating the ontology of the other. While the encounter of distinct traditions can generate syncretism, the aim of this article is to study the opposite process – that of hermeticity –, and to propose an interdisciplinary study of contempt that certain religious discourses can foster and maintain. The analysis of this two-stage process of negation of the other, first, by acceptance and, then by rejection, questions, from a “religiological” angle, the link between the view of the universal, mental representations, and otherness, as well as the (im)possibilities of ecumenism and of coexistence.

Keywords: religion, religion, substance, substance, relation, relation, ethnicité, ethnicity, negation, négation, hierarchy, hiérarchie, contempt, mépris

“Diminished” is the result of a two-year feminist inquiry into the gendered experience of electroconvulsive therapy (ECT) in Canada. This paper focuses on seven women’s experiences with electroshock and how it affected their lives. It raises pressing questions for Canadian feminists about the apparent dispensability of women’s minds, with the purpose being to re-ignite feminist interest in women’s experiences of psychiatry in general and the damaging effects of electroshock in particular.

Keywords: Electroshock, Women, Brain-Damage, Apathy, Diminished

This article analyses narratives set against the backdrop of collective trauma, such as Bernice Eisenstein’s I Was a Child of Holocaust Survivors (2006), Catherine Mavrikakis’ Le Ciel de Bay City (2008), and MarieCélie Agnant’s Le livre d’Emma (2004). Building upon the definition of pain as the “physical life of a story” (Ahmed 2004), it offers a reflection on the relationships between the pain experienced by others, the body and a traumatic history. Ultimately, it comes down to considering a feminist politics of pain.

Jacques Lacan’s theory of subject development, grounded in a structuralist vision, offers relevant tools for the literary analysis of identity trajectories. In this article, we propose a comparative reading of Sylvie Germain’s novel Magnus and Gholamhossein Saedi’s short story La Vache (Gav) through the lens of this theory. Although these two works arise from different cultural contexts, they share notable similarities in their exploration of the subject’s construction of identity. Through Lacanian concepts, such as the mirror stage, the Imaginary, the Symbolic, the Real, and the figure of the Other, we will highlight how the protagonists of both texts are shaped by external forces — familial, social, and psychic — that either hinder or direct their process of individuation. The study relies on an analytical-descriptive method to reveal the points of convergence between these two narratives in their representation of identity in crisis.

Keywords: identity, identité, Lacan, Lacan, littérature comparée, comparative literature, Magnus, Magnus, La Vache, La Vache

Keywords: Dominique Celis, Rwanda, génocide, Ainsi pleurent nos hommes

⁠⁠⁠⁠⁠⁠⁠This work examines the International Baccalaureate (IB) program’s concept of international-mindedness and its application to school cultures at the International School of Prague. Its objective is to analyze the concept of international-mindedness with three different levels of identifiers (educator-self, educator-self vs. students, educator-self vs. outside school environment) to express that the nebulous and equivocal educator identity in international school(s) is veritably more complex than what is defined by the IB. Two approaches to identity in individualist and collectivist societies will be discussed to understand the identity of educators. Based on interviews with four educators at the International School of Prague, this article shows that separating “international-mindedness” from “international” can create conflicting identities among educators, particularly between individualist and collectivist self-identities, and it ultimately concludes that no sole international mind exists due to the dialectical and exclusionary nature of various international-mind identifications.

Keywords: ⁠⁠⁠⁠⁠⁠⁠esprit international, ⁠⁠⁠⁠⁠⁠⁠international-mindedness, teacher’s identity, identité des enseignants, déconstruction, deconstruction, psychologie culturelle, cultural psychology

Weight-based bullying is frequently observed among high-school students. The objective of this study was to explore adolescents’ point of view on this phenomenon and on the strategies to counter it. To this end, focus group interviews were conducted with 19 adolescents, aged 14 to 17 years old. The interviews explored this specific type of bullying, the explanatory factors, the consequences, and the effectiveness or ineffectiveness of interventions strategies. The adolescents interviewed suggested that weight-based bullying is subtle and has significant consequences. They mentioned that strategies aiming at mobilizing adults and peers toward those who are bullied and at providing them with emotional support should be prioritized. However, sanctions and surveillance should be avoided.

Keywords: weight-based bullying, intimidation liée au poids, facteurs explicatifs, explanatory factors, consequences, conséquences, intervention strategies, stratégies d’intervention, adolescents, adolescents

In recent years, Quebec universities have undergone significant changes; reshaping both academic work and institutional dynamics. These transformations, intensified by the COVID-19 pandemic, have particularly highlighted the psychological health challenges faced by students. Alongside these concerns, issues of equity, diversity, and inclusion have gained prominence within Quebec’s higher education institutions. In response, universities have expanded student services, most notably by increasing access to psychotherapy, to address the rising needs during the pandemic. While these initiatives represent steps toward better student support, disparities remain in level of access to these services, especially for marginalized student populations. Such inequalities raise important questions about the effectiveness and fairness of the support systems in place. In this context, our research focuses on the lived experiences of students within Quebec’s university system, examining the factors that facilitate or hinder their use of support services. We explore how students perceive and navigate these services. This study contributes to a deeper understanding of the challenges students face in managing their psychological well-being and informs ongoing discussions on how to improve student service delivery in Quebec universities.

Keywords: cservices étudiants, student services, expérience étudiante, student experience, université québécoise, Quebec universities, equity and inclusion in higher education, équité et inclusion universitaire, disparités d’accès aux services, service access disparities