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This text proposes the analysis of article 1134 of the French Civil Code “Les conventions légalement formées tiennent lieu de loi à ceux qui les ont faites” in the light of the revolutionary period and certain of its actors. Thus, the preference of the legislator of 1804 for the word "convention" rather than "contract" can be questioned according to an approach developed by the historian Reinhart Koselleck; and in the spirit of the philosophies of law and politics of Miguel Abensour; Boyan Manchev; and Laurent de Sutter. The objective being to propose how to laugh at the laws, the magistrate and the gods in contractual rights. Something like a little legal manual for “anarchist/prostitute”, which “figures out the true meaning of contractual freedom.”

Keywords: droit des contrats, contractual rights, liberté contractuelle, contractual freedom, Révolution française, French Revolution, histoire, history, anarchie, anarchy

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.

Since its adoption in 1988, Part VII of the Official Languages Act has given rise to both hope and disappointment. Too broadly worded, the first version was declared non-justiciable by the courts. The second, though more precisely drafted, was also deprived of concrete effect, before the Federal Court of Appeal intervened in 2022 in the FFCB matter to set the record straight. This article takes stock of the progress made to date and seeks to identify in greater detail the questions still awaiting a clear answer in positive law. First, the author addresses the question of the justiciability of Part VII, which has been the subject of a lengthy debate and back-and-forth between the courts and the legislature, in order to summarize the current state of the law. Next, the author analyzes the duty to consult recognized in FFCB, as well as the precondition that triggers its application, namely the fact of contemplating a decision likely to have an effect on the “vitality” or “development” of a “French or English linguistic minority,” a criterion whose scope remains nebulous given that the terms in question have still not been clearly defined by case law. Drawing on cases dealing with related issues, on the parliamentary work preceding the amendments to Part VII, and on sociolinguistic research, the author makes assumptions about the nature and scope of the protected interests.

This article proposes to document the views of managerial staff in service sector organizations regarding gender issues at work in the context of digital transformation (DT), in light of the feminist theories and a theory of living work. This study is part of a methodological approach of qualitative research using three group interviews that bring together 20 participants who hold managerial positions in close proximity to staff. The results reveal the diversity of their views on gender issues, which can be grouped into two broad categories: 1) the visibility of gender issues regarding the representativity of men and women in organizations, and 2) the competence, expertise and search for "high-performance" profiles in a DT context conceptualized as "gender-neutral". These results are discussed taking into consideration the difficulties encountered by managers in collectively reconstructing gender issues and work in the context of DT. Also taken into consideration is the preponderance of economic and instrumental work issues regarding human and social issues (that include gender issues). More broadly, these results contribute to the renewal of reflections on gender issues at work in a DT context from the viewpoints of managerial staff.

Keywords: Transformation numérique, travail, genre, cadres

This study examines the impacts of inclusive education on the experiences of early-career preschool and elementary school teachers in Quebec. Using a qualitative methodology involving individual interviews, photo elicitation, and group interviews with 25 teachers, the study highlights the challenges of managing heterogeneous classrooms and insufficient resources. Findings reveal a persistent perception of a divide between so-called “regular” students and those requiring “inclusion,” as well as tensions between organizational expectations and on-the-ground realities. These challenges intensify teachers’ feelings of powerlessness and professional precarity, while underscoring an urgent need for systemic support and tailored training. The study concludes that while the principle of inclusion is widely supported, it remains a source of emotional and professional strain due to institutional shortcomings. The findings would advocate for rethinking training frameworks and investing in adequate resources to ensure equitable and sustainable inclusion.

Keywords: inclusion scolaire, inclusive schooling, insertion en emploi, professional integration, enseignement préscolaire et primaire, student heterogeneity, hétérogénéité des élèves, initial teacher training, formation initiale, preschool and primary teaching