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This paper presents the results of a study on the social representation of academic success in a developing country. A case study was conducted in Gabon with high school students, teachers and parents living in urban and rural areas. The conceptual framework is based on Moscovici's theory of social representations as well as on Rivière, Sauvé and Jacques's (1997, 2002) typology. Semi-structured interviews were conducted with 23 students, 19 teachers and 19 parents. Data was analysed using Alceste software. Results highlight the diverse social representations of academic success in Gabon according to social status (student, teacher, and parent), gender, geographical environment, and school results. Results also brought to light a confrontation between these social representations according to a vision of academic success as a prerequisite for financial, professional, social or personal success.

Keywords: réussite scolaire, représentation sociale, Gabon, enseignement secondaire, élèves, Academic achievement, social representation, Gabon, secondary education, students, Éxito escolar, representación social, Gabón, enseñanza secundaria, alumnos

This article highlights the challenges of integration and academic success of international students in the Saguenay–Lac-Saint-Jean CEGEPs, a region with low ethnocultural density. This region has been welcoming these students for over a decade. Although present, there is scarce information on the internationalization of education phenomenon in the CEGEPs of the region. The objective of this research is to gain a better understanding of the challenges related to the integration and academic success of international students. To do so, individual interviews were conducted with 21 international students. Results show that students generally have a positive image of the CEGEPs and their teachers. Also, the migratory experience is marked by differences between the country of origin and the country of migration for studies. According to these students, integration is not “a long calm river”; they must persevere to succeed during their academic progress. This article provides pedagogical and social contributions by highlighting the importance of the role of teachers, CEGEPs, and the collegiate and civil communities in the integration and academic success of international students.

Keywords: étudiants internationaux, cégeps, intégration, réussite scolaire, Saguenay–Lac-Saint-Jean, international students, CEGEPs, integration, academic success, Saguenay–Lac-Saint-Jean, estudiantes internacionales, cégeps, integración, éxito escolar, Saguenay–Lac-Saint-Jean

During the 1960s, following the example of the governments of France and Quebec, the Union nationale des Étudiants français (UNEF), established in 1907, and the Union générale des étudiants du Québec (UGEQ), created in 1964, established an institutional relationship. This article studies the nature and the effects of this relationship in a decade marked by student protest. France had long been viewed by Quebeckers – as it continues to be by some – as a cultural reference point, a mother country capable of providing assistance, defence and support. From the beginning of the 20th century, a shared history and a common language had allowed France and Quebec to re-initiate contact ; following the Second World War, occasional links were established ; and, starting in the 1960s, close relationships were developed, especially in the domains of culture and education. Amid the turbulence of the 1960s, did the French student movement play the role of mentor, model or beacon to the UGEQ ? Did its discourse or actions influence the UGEQ or the Quebec student movement ? Or did the latter pursue its program of protest in an autonomous fashion. To shed light on this largely overlooked aspect of the international student protest movement of the period, the article follows the evolution of both student organizations in order to identify where and when they came into contact. It also analyzes the nature and extent of their activities in order to evaluate the extent to which these relations influenced (or did not influence) the organizations' respective development in terms of both discourse and practice. The UGEQ quickly positioned itself on the international scene to obtain the credibility it sought. The Quebec organization drew inspiration from the UNEF in developing its international policies and desperately sought out the support of its French counterpart.

This article tells the stories of illegalized migrant people moving through two violent, transcontinental borderscapes: the EurAfrican border that spans Western Europe, the Mediterranean Sea, and pushes further south each year across Africa; and the American border that stretches from the interior of the United States, through Mexico and Central America, and into South America and the Caribbean. Comparative analysis of these borderscapes reveals similar logics, practices, and policies of border enforcement, as well as strategies that migrant people use to subvert them. We argue that fugitivity provides a critical lens for understanding the co-constitution of borders and border transgression, and reveals how the border manufactures its objects—producing fugitive subjects, spaces, and relations across expanding spatial and temporal distances. As a lens rooted in histories of racialized control over human mobility, fugitivity allows us to chart contemporary territorializations of racial domination through bordering alongside constant challenges to these territorializations through movement. Ultimately, fugitivity provides a method that not only maps out the violence and failures of bordering, but one that imagines alternative geographies emanating from the underground of marginalized people, spaces, and relationships.

Keywords: Borders, Black geographies, Latin America, Africa, autonomy of migration, resistance

1983 marked a first turning point in the career of director David Cronenberg who chose to turn to literary adaptations rather than original screenplays. However, whatever the relationship he has with the adapted material (King, Ballard, etc.), the figure of William Burroughs remains a constant in his work: an Ur-text. Cronenberg is, in fact, a “Burroughsian” director (a term that it is up to us to define) in all of his adaptations, including the most personal, and the influence of the American writer, of whom he is a reader, is found even in Consumed, a novel by the Canadian published in 2014. We will thus analyze the paradoxical relationship between Cronenberg and Burroughs, the filmmaker taking charge of the impact of the novelist as much in his style as in his themes, while seeking to move away from any imitation and searching for a voice which is unique to him. Also, 1991 is a second turning point in the career of the director who, by adapting Naked Lunch, a novel considered unadaptable by William Burroughs, decides to confront his inevitable model while freeing himself, to a large extent, from the source text. In doing so, Cronenberg definitely plays with the rules of adaptation but also, and perhaps above all, of transgression, and invents a new kind of transposition which says as much about the figure of the insurmountable writer as about that of the artist who questions the mechanisms of the creative process, contagion and authority.

Keywords: David Cronenberg, David Cronenberg, William S. Burroughs, William S. Burroughs, adaptation cinématographique, movie adaptation, cinéma, cinema, cut-up, cut-up

Keywords: Voyage, Female gaze, Bazar, Costumes, Harem

The internationalization of technical education institutions is influenced by the local geopolitical context (Gallagher & Dennison, 1995). This study analyzes the evolution of international activities and organizational strategies taking place in Quebec’s collèges d’enseignement general et professionnel (CEGEPs) between 2000 and 2014, in order to identify the internationalization phase (Raby & Valeau, 2007) and assess the influence of Quebec’s geopolitical context. The data come from four surveys conducted by CEGEP International (2000, 2005, 2010) and the Federation of CEGEPs (2014), and they show a sustained growth of all international activities, but a decline in organization strategies between 2010 and 2014. We formulate the hypothesis that CEGEPs have entered a fifth and post-institutionalization phase that we called “dispersion”. A community of practice including the Government of Quebec, CEGEPs and the Federation of CEGEPs would have contributed to the growth of international activities, and recent changes in the government’s policy emphasis could explain the decline in CEGEPs’ organizational strategies.

This article offers a sociological perspective on the discourses and strategies of restaurant managers when dealing with the new generation of workers in the post COVID era. The article is based on an analysis of interviews conducted with managers from various segments of the restaurant industry in the urban region of Montreal. The managers interviewed agree that the new generation of workers is much less willing to accept the employment and labour norms experienced by previous generations. We show that, in response to the widespread use of negotiation and the risk of employee turnover, managers are developing strategies to foster loyalty among young employees. These strategies differ depending on the professional world in which their establishments operate: the world of craftsmanship, the world of sales, and the world of conviviality.

Keywords: Restaurant industry, Restauration, Covid-19, COVID-19, Jeunesse, Youth, Flexibility, Flexibilité, Retention strategies, Stratégies de rétention, Québec, Quebec

This article focuses on the collaborative experience of a teacher in training and two visible minority teachers involved in the development and teaching of a new course designed to better prepare mature immigrant and visible minority students in Alberta francophone and French immersion school settings. Qualitative data were collected from the teachers using an interview and a survey to document this collaborative experience. Teachers agreed to participate in this project because of the proposed conceptual framework, which focused on the intercultural approach, reflective practice, and a perspective of equity and inclusion, as well as their own professional and personal commitment to the success and empowerment of pre-service students of immigrant origin. This commitment relies on two contrasting identity postures: of decolonization and of identification to a plural Albertan francophonie. In addition, the diversity of experiences and the common desire to work together promoted a high level of interdependence between team members, whose open-mindedness and flexibility contributed to making the collaboration a professional experience that was rich for the team and a source of empowerment for the two teachers.

Keywords: teachers, enseignants, collaboration, collaboration, formation initiale, pre-service teacher training, inclusion, inclusion, équité, equity, minorités visibles, visible minority, étudiants immigrants, immigrant students, pratique réflexive, reflexive practice, approche interculturelle, intercultural approach, francophone minority context, milieu francophone minoritaire