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This article is about the self-representation of young female Montrealers of Haitian origin (15-24 years of age) born in Québec. Our intention is to document and analyse their own perceptions and modes of expression (videos, drawings, pictures, etc.) which they use to represent themselves with. By focusing on their self-representation, we will explore the role and the impacts of these images within the context of dynamic inclusion as well as social and cultural exclusion which characterizes the cosmopolitan society of Montreal : do these « techniques of the self » (Foucault 1985) constitute alternatives to a « violence towards the subject of representation » (Saïd 2014 :13) ? Do their media productions confine them (production and stimulation of pre-existing stereotypes) or free them (« liberate them by exposing…, rewarding them with an appropriate appearance », Didi-Huberman 2012 :144) ? What is the variety of these expressions of the self ? How do virtual identities develop themselves ? Do these virtual identities contribute to plans of action ?

Keywords: Boukala, autoreprésentation, constructions identitaires, jeunes, Montréal, Haïti, reconnaissance, hétérovalidation, médias, Boukala, Self-Representation, Identity Constructions, Youth, Montreal, Haiti, Recognition, Social validation, Medias, Boukala, auto-representación, construcciones identitarias, jóvenes, Montreal, Haití, reconocimiento, hetero-evaluación, medios

Translation of a literary work reaches well beyond the literary scope of the source text. The choices made depend to a large extent on ideological leanings, the comparative importance of source and target cultures, decisions of an editorial or political nature, and prevailing stereotypes maintained by the two cultures—stereotypes that do not exist in a vacuum but that are generally rooted in historical realities and kept alive over time by the divergent interests of one group in relation to the other. In such a context, translators of novels are more than just carriers of messages from one culture to another; they are the vehicles of an intent that has been articulated more or less explicitly and indeed more or less consciously, and they clearly take part in an ongoing relationship of strength, weakness and possibly conflict between two cultures. To gain a better grasp of this issue, we must consider the following questions: Among the authors of a given culture, which ones do we translate? Who translates and publishes these authors? Who are the readers for whom these translations are made? How are these authors translated? Towards what end are they translated? This article examines these questions using the example of Quebecois authors in Italy, a country that is exemplary in this regard.

AbstractThis article begins with a few reminders in regard to literary writing, to wit, including literary texts at the aesthetic end of the spectrum of comprehension and writing production; the position and role of literary writing in scholastic learning content; the ultimate aims of literary writing, and the evolution of literary theory. The second section of the article presents a few guidelines in regard to the educational work to be undertaken on literary writing, with a few examples to illustrate two keywords—analysis and critical response. The third section deals with a particular narrative genre—the literary short story—and illustrates, through practical examples, its rich educational potential. Finally, the last section broadens the scope of the article by offering some avenues for exploration of the world of literary writing. The article concludes by emphasizing the fundamental importance of reading literary writing in schools in order to instil habits of “literary reading“ in children.

Solving mathematical situation-problems is a major challenge for at-risk students. In this article, we analyze an assistance system tested by a second-cycle elementary school teacher. This system consists of setting up an auxiliary educational system (AES), in the form of a work session with students presumed to be having trouble, two days before the students are asked to solve a situation-problem in class. Within this AES, the teacher explains the situation-problem and asks the students to think about what they will do in class two days later. We identified four potential functions of this system. (1) A chronogenetic function, which manifests through the extra time given to at-risk students and the opportunity to get acquainted with the problem before it comes up in the classroom, (2) A topogenetic function, which could help at-risk students take on their position as students, (3) a mesogenetic function, which gives them the opportunity to get acquainted with the parameters of the situation-problem and (4) a dialectic between the suspension and anticipation of action. We present what these potential functions involve and investigate the viability conditions of this auxiliary educational system.

The second instalment in the Fabio Montale trilogy, Chourmo revisits the myth of Gyptis and Protis as founders of Marseille. Jean-Claude Izzo's novel is a unique fiction that reinterprets and recasts the collective memories of Phocaea around a legend that has lost its lustre in the mid-1990s Marseille. He uses the legendary marriage of Gyptis and Protis and their mythical foundation of Marseille as a sub-text for his disillusioned depiction of the city. This essay looks at the discursive, cognitive, generic, poetic and narrative components of Izzo's take on legend and myth in Chourmo.