Documents found
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2291.
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2295.More information
The Ferlo territory is increasingly "occupied", humanly, environmentally and institutionally. A mapping based on the perceptions of local stakeholders (ZADA in French, PBRM or Perception-Based Regional Mapping) was carried out to identify the factors that, from the point of view of these stakeholders, structure the spatial organization of this territory and its surroundings: uses, practices, localisms or any other factor identified. By GIS-merging together all the maps obtained, each corresponding to an interview, we obtain a spatialized database on the determinants structuring this territory. Although the structural, ecological and socio-historical elements remain and even tend towards the specialization of territories into production 'countries', the short 2-months period herds graze in the Ferlo and the generalized use of supplementation during the pastoral lean season suggests a reorientation of these herds towards the south. It induces areas of possible tension where the north-south axis of transhumance and the West-East axis of agricultural colonization intersect. This experimental method allows us to reflect on the role of environmental observatories and the Ferlo in particular.
Keywords: Ferlo, Sénégal, transhumances, zonage à dires d'acteurs, observatoires hommes-milieux, tensions socio-environnementales, Ferlo, Senegal, transhumances, perception-based regional mapping, environmental tensions, socio-environmental observatories
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2296.More information
“A bit of sociology takes you away from the law ; a lot of sociology brings you back to the law.” This aphorism sums up the author's career as a law professor. During the first part of his career, at Université Laval, his specialization in legal sociology and his preference for an external approach to law distanced him from positive law as an object of teaching and research. The second part of his career, on the contrary, marks a clear reconciliation with an internal perspective. The author describes the particularities of his contract law course, which he taught for twelve years as part of McGill University's transsystemic law education program : the objective of training in critical legal thinking, the systematic attention to contemporary socio-legal facts that transform contractual practices, and the dialectical confrontation of conventional and alternative contract law theories. In retrospect, the author notes that this pedagogical experience has remained deeply inspired by Georges Gurvitch's legal sociology.
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2299.More information
This text lays the conceptual foundations for a framework to analyse the relationships between school disciplines, particularly those in the natural sciences and the humanities, and “Éducations à” in order to conduct comparative analyses of curricula in the French-speaking world. The text first discusses the main characteristics of “Éducations à” and then circumscribes the areas of tension that arise from their handling by school disciplines. The conceptual basis presented subsequently leads to the identification of four theoretical configurations that can support the analysis of the relationships between school disciplines and “Éducations à” in terms of the educational purposes, targeted learning, status of disciplinary knowledge, and preferred modes of instruction.
Keywords: school disciplines, natural sciences, humanities, educational aims, instruction, socialization, “Éducations à”, disciplines scolaires, sciences de la nature, sciences humaines, finalités éducatives, instruction, socialisation, « Éducations à »
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2300.More information
In this article, we explore the heart of the debate on the nature of the school-family-community partnership and its underlying rationales. We challenge the underpinnings and uses of the ecosystem which is considered at the root of collaborative practices and parental engagement. By inserting the ecosystem into a metatheory, we place collaborative practices along a continuum that reflects the nature and the degree of interactions between those engaged. Our standpoint looks at this partnership in relation to an ecosystemic perspective that is based on contextual and sociocultural perspective. To illustrate how such an ecosystemic logic can be applied to collaborative practices and parental engagement, we refer to the program Famille, école, communauté, réussir ensemble (FECRE), which was implemented in the province of Quebec between 2002 and 2009.
Keywords: Partenariat école-famille-communauté, pratiques collaboratives, engagement parental, écosystémie, métathéorie, théories de l'activité, dynamic system theory, interculturalité, School, family; community partnership, collaborative practices, parents' engagement, ecosystemy, meta-theory, activity theory, dynamic system theory, interculturality