Search Results

Professional knowledge in teaching develops through constant interaction between theory and practice (Morales Perleza, 2016). This development is imbued with challenges inherent in the education sectors. For college teachers, who are generally poorly prepared to teach, these challenges relate to teacher training, the complexity of the task, and the reality of their students. To support the professional development of eight college teachers, an action-research-training project was coordinated by two researchers, an educational advisor, and a research assistant. The main objective was to identify professional knowledge that was shared and developed within a professionally supported co-development group. The analysis of the data, collected from the summaries of each of the meetings and a focus group, made it possible to highlight the types of professional knowledge most frequently shared by teachers, including those on students, pedagogical, contextual, curricular, collaborative, and human.

Keywords: professional knowledge, savoirs professionnels, collège, college, groupe de codéveloppement professionnel, professional co-development group

Based on 15 interviews with police officers from the Military Police of Bahia, Brazil, we analyzed discourses that underpin the commission of homicides as an integral part of the work of this organization. We identified the importance of socialization within police culture, involving the learning of discourses favorable to the act of killing. According to the interviewed officers, we emphasized the presence of a “culture of killing,” wherein the act of killing is valued as a police skill from the entry into the force, through training in a police academy and interaction with former police members. This culture is evident in the perceptions of the police officers, meaning how the interviewees seem to appreciate an organization composed of militarized “warriors” while devaluing representations associated with a reorientation of police practices in line with human rights. We argue that this culture is a condition for the possibility of extrajudicial executions by police officers who consider the act of killing as justifiable.

Keywords: culture policière, police culture, exécutions sommaires, extrajudicial executions, professional socialisation, socialisation professionnelle

Beyond geographical boundaries, the multiplicity of territorial divisions can create complex challenges. It complicates coordinating activities, mobilizing partners, and decision-making, while also limiting the possibilities for action. The availability of data varies greatly depending on the divisions, and comparing data from different divisions is risky, thereby hindering comprehensive understanding of the territories. Within the framework of the Regard 360 project, which aims to provide tools for the stakeholders working within Quebec’s territories, to allow them to better understand their characteristics and intervene more effectively, the research team was able to assess the extent of the challenges posed by these various divisions. Two actual cases are given to illustrate this issue and to demonstrate the challenges it causes.

Keywords: Territoire, Territory, découpages, boundaries, data, données, mobilisation, mobilization, features, caractéristiques

Keywords: Concetto di segno, Fabrizio Lupo, memorie scritturali, matrice gidiana, fonti

This study aims to identify factors contributing to linguistic insecurity and provides suggestions to support teachers in fostering linguistic security in their classrooms. The findings are based on data from interviews with 21 high school teachers from across the province of British Columbia (Canada) and a focus group with eight members of the Linguistic Security Committee. A thematic analysis of the data led to the identification of five sets of teacher beliefs associated with challenges about the fostering of linguistic security in their classrooms. For each of these challenges, the Linguistic Security Committee made recommendations, and these may prove helpful to teachers in French-speaking minority contexts across Canada. Three main conclusions are drawn from this study: attention to teacher beliefs should be a focus of educational research, teacher preparation grounded in a sociolinguistic understanding of linguistic variation is necessary, and linguistic security should be a priority.

This article explores the gap between decolonization and social innovation, often treated separately despite their potential synergies. By establishing a nuanced framework applicable to various contexts, we aim to integrate decolonial principles into social innovation for more equitable and sustainable change. Our research examines the common themes, challenges, and opportunities in both fields, highlighting their interconnection, unequal power relations, liberation of dominant narratives, and intercultural dialogue. This framework enriches the materialist decolonial theory with a model that integrates the transformative goals of both concepts. It challenges the dominant power structures, embraces diverse knowledge systems, and encourages intercultural dialogue, offering a more critical assessment of social innovation processes. This model could guide practitioners, policymakers and researchers toward a more inclusive and resilient society that respects historical legacies, while valuing diverse perspectives.

Keywords: innovation sociale, social innovation, decolonization, décolonisation, transformation, transformation, innovation cycle, cycle d'innovation

This article analyzes the ethical and methodological issues regarding the application of research methods in Indigenous contexts in mined fields (Albera, 2001) in the Global South. By addressing refusals of access and ethnographic (des)encuentros (missed encounters), this article seeks to grasp the precarious conditions of mined fields in Mesoamerican Indigenous territory, characterized by asymmetries between actors as well as between interlocutors and the ethnographer. It also examines how field refusals of access can contribute to reevaluating the research object and approach, in this case shifting from a collaborative research project to an engaged ethnographic approach. This article concludes that research in Indigenous social minefields (Rodríguez-Garavito, 2011) requires the ethnographer to adopt values of respect, reciprocity, and relationality towards their interlocutors in the field to be attentive to the power dynamics, privileges, and constraints that they experience. To achieve this, the ethnographer must design the research flexibly so as to build a trusting relationship over time and to demonstrate humility, openness, and active listening.

Keywords: Recherche autochtone, Indigenous research, ethnographic refusal, refus ethnographique, malentendu, misunderstanding, réflexivité, reflexivity, mined field, terrain miné