Documents found
-
21012.
-
-
21015.More information
Following her doctoral thesis at the Sorbonne on the application of Pierre Bourdieu’s thought to Educational Sciences, and her involvement in establishing the communication of organizations as a research orientation in the Communication Sciences in France, Béatrice Galinon-Mélénec anchored her research in Communication Anthropology. This shift led her to found the Homme-trace (Human-Trace) paradigm. In this discussion, Béatrice Galinon-Mélénec looks back on her career path and explains how it lead her to an anthroposémiotique de la trace (human communication of the trace) based on an anthropological and co-constructivist perspective, a proposal offering a reading of signs seen as consequences of interactions between the “body-trace” and the “reality-trace”. It also clarifies its definition of the trace as a consequence, as well as one of indication, brand and footprint in relation to the trace. Finally, the researcher explains her vision of the research and investigation methods capable of capturing the complexity of reality through the “trace-consequences” that are variously accessible to humans.
-
-
21017.More information
This phenomenological qualitative research conducted among ten members of the teaching staff of the University of Quebec in Abitibi-Témiscamingue studied teaching practices used to support the success of indigenous students. It results from the thematic analysis of the participants’ discourse, collected through semi-structured interviews, that their pedagogical choices do not depend on the presence of indigenous students in the group. This study also shows that, in this context, participants adapt the content of their courses and adopt an attitude of listening, flexibility, openness and respect. This reflects individual efforts made to make university education more inclusive of indigenous students.
Keywords: corps enseignant universitaire, apprentissages holistiques, étudiants autochtones, pratiques enseignantes, pédagogie universitaire, university pedagogy, teaching practices, indigenous students, holistic learning, university teaching staff
-
21019.More information
This article focuses on the book as a means of stabilizing and disseminating a specifically collective activist voice. Lately, multi-voice proposals using atypical book forms have come to light. We examine recent experimental editorial objects emanating from different areas of the northern Francophonie, objects which are part of an openly proclaimed activist dynamic: the “sauvegarde n° 1” of the project nous sommes partout (Éditions Abrüpt); the first four volumes of the literary review Sabir; the serial publications of La Conspiration dépressionniste; and the Petit manuel critique d'éducation aux médias (Éditions du commun). Predominantly, we observe a logic of the collective and an intrinsic inclusiveness, a procedural horizontality, a diversification of form and content, and the demarketing of the book‑object. As participants in an activism inscribed in the event experience, these enterprises testify to a crystallization of community-making through the sociopolitical impact of their publications.
Keywords: Édition, expérimentations livresques, activisme, collectif, francophonie septentrionale, Publishing, book experimentations, activism, collective, northern Francophonie
-
21020.More information
Acadians from the South-East region of New Brunswick are confronted with assimilation pressures from Anglophones and the demands of a French standard. The rejection-identification model (Branscombe, Schmitt, and Harvey, 1999) and the self concept model (Taylor, 1997, 2002) are tested in order to examine how adolescents of Acadian heritage respond to social disadvantage. Overall, 36 Acadian adolescents from the South-East region of New Brunswick participated in a semi-structured interview. Participants expressed a burden of inferiority next to Francophones from Québec. Different views were expressed concerning attitudes towards Anglophones that resulted in six identity profiles. Results supported the influence of majority out-groups on the collective identity trajectory of Acadian youth. In addition, the analysis revealed that youth who have reported a bilingualwith anEnglish orientation profile were more likely to experience difficulties with their psychological well-being.
Keywords: profils identitaires collectifs, bien-être psychologique, adolescents d'origine acadienne, collective identity profiles, psychological well-being, adolescents of Acadian origin