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Group conversation, also known as circle time, is frequently used in preschool education. This study describes practices during group conversation in prekindergarten. 30 filmed group conversations led by 11 full-time female prekindergarten teachers were analyzed. Results showed that teacher and children are seating in a circle and the management is mostly done by the teacher. The main theme is chosen by the teacher and is usually about personal experiences. In terms of feedback practices, most of them are related to the ideas expressed by children and few are about phonology, syntax, or vocabulary.

Keywords: causerie, circle time, early childhood education, éducation préscolaire, langage, language, communication, oral, pratiques effectives, teacher practices

Keywords: didactique des langues secondes, littéracies familiales, minorisation linguistique

Keywords: francophonie, idéologie linguistique, plurilinguisme, bilinguisme, identité

Impostor syndrome is characterized by feelings of inauthenticity and illegitimacy among high-achieving and deserving individuals. Our study set out to determine the prevalence of this phenomenon within a population of master’s students of Maghrebi origin in Belgium and France. We considered the impact of racism as experienced through micro-aggressions and minority stress, as well as the influence of gender and first-generation status on perceptions of not belonging. Our quantitative methodology used an online questionnaire incorporating multiple rating scales that had previously been tested in the literature. Descriptive analysis allowed us to demonstrate the widespread presence of high levels of impostor syndrome among the individuals in our sample (62.9%). Meanwhile, inferential analysis shed light on how underlying factors—the experience of racism and minority stress—exacerbated impostor syndrome among master’s students of Maghrebi origin. However, we found that neither first-generation status nor gender played a statistically significant role. Our findings highlight the importance of addressing the issue of impostor syndrome within the social contexts of young people with an immigrant background, along with considering the need for introducing measures to promote the inclusion and well-being of such students at French and Belgian universities.

Keywords: syndrome de l’imposteur, impostor syndrome, parcours académique, academic careers, micro-agressions racistes, racist micro-aggressions, stress minoritaire, minority stress, first-generation students, première génération

All aspects of work have undergone gradual change, particularly with regard to its nature: manual and/or intellectual. Among the many causes of these changes are technological progress, the development of artificial intelligence, the widespread use of the Internet, and the automation and robotization of activities. These changes have been accompanied by an accelerating decline in manual jobs in certain sectors, particularly manufacturing, while at the same time, in other sectors, there has been a shortage of manpower in jobs with a manual component, and whose performance of tasks involves the mobilization of knowledge and gives rise to practices (know-how) that are often underestimated. These changes have led to organizational transformation decisions being taken, often without sufficient understanding of the knowledge and know-how involved, which is a source of difficulties that it is pertinent to examine through the present article. Firstly, these difficulties are identified and then analyzed in an attempt to understand how, in a so-called knowledge society, workers’ knowledge and know-how can be so ignored. Secondly, we present examples of the knowledge and know-how associated with manual activities, and the problems resulting from processing decisions that did not take them sufficiently into account.

Keywords: Activités de manuelles, Manual activities, manutention, handling, know-how, savoir-faire, transformation, transformation

30% of principals and vice-principals work in disadvantaged socioeconomic environments in Quebec (Ministry of Education of Quebec, 2024). While the nature of their work is essential, the demands of their daily tasks are a significant determinant of their job satisfaction (Leithwood et al., 2017; Marsh et al., 2023; Authors). This study aims to comparatively examine the perception of job demands and the wellbeing of principals and vice-principals (n = 864) in Quebec educational institutions, both with and without a disadvantaged context. The results show that the socioeconomic environment index (IMSE) partially affects respondents’ perceptions regarding job demands and their wellbeing, depending on their job function and the educational level. These findings are crucial for better understanding the professional dynamics of principals and vice-principals and can contribute to the development of more effective policies to support their work reality.

Keywords: Principals, directions, directions adjointes, Vice-principals, Disadvantaged environment, milieu défavorisé, Job demands, exigences du travail, bien-être, Wellbeing