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Although educational temporary mobility, such as language stays or student exchanges, are increasingly popular among young adults, participation rates remain uneven. But whereas previous academic studies have identified gender as an important factor—young women participate more than young men—little has been written on the mechanisms behind this disparity. This article uses a mixed-method triangulation approach to analyze the impact of gender on motivational factors influencing the participation of young adults in travel programs. Using a large-scale survey of young Swiss adults (ch-x survey), we validate a set of hypotheses based on fourteen interviews conducted with male and female students attending the University of Lausanne. We begin by comparing the motivational factors influencing female and male students. Then, we consider the motivating factors influencing young adults with different educational backgrounds. The results highlight two critical dimensions of how gender affects the decision-making process: first, the acquisition of mobility capital in support of employability and, second, the increased independence gained through temporary mobility.

Keywords: temporary mobility, mobilité temporaire, gender, genre, mobility capital, capital de mobilité, employability, aspirations professionnelles, independence, indépendance

For many researchers in adult education, it is important to have a good understanding of the field in order to better imagine the future of adult education. As in many fields, the role of women has not always been highlighted. Over time, it becomes more and more difficult to tell a story that includes women’s contributions because few written archives document their agency. This study applies oral history methodologies to collect the testimonials of four women contributors to adult education. By analyzing and interpreting their journeys, we identified the following themes: alliances between adult education and women’s movements, the collective dimension of testimonials collected that lead to social transformation, and the pedagogical potential of collecting, interpreting, and sharing the oral histories of people who may be rendered invisible by history.

Studies on the use of children’s literature to teach students with handicaps, social maladjustments, or learning disabilities (HSMLD) have been conducted in the context of special education classes. Yet, none have explored the context of regular classrooms integrating students with HSMLD, nor described the links between the type and extent of pedagogical methods that incorporate children’s literature used to teach and the number of students with HSMLD included in the classroom. This article contributes to remedying this gap. Our methodological approach is descriptive. Results indicate differences in relation to the number of students with HSMLD included in the classroom.

Keywords: pedagogical methods to teach with children’s literature, storybook, students with handicaps, social maladjustments, or learning disabilities (HSMLD), dispositifs d’enseignement avec la littérature jeunesse, album jeunesse, élèves HDAA

The transition from elementary to secondary school involves choosing from a growing selection of specialized programs. Traditionally, there is a ranking of secondary schools in Quebec based almost exclusively on student achievement. However, other indicators would make it possible to target the best environment for the child, particularly the offer of programs and services. Drawing from interviews with nine school principals, this article documents a variety of indicators that qualify the portrait of secondary schools in Quebec. The results of the thematic analysis revealed a wide variety of management practices, sometimes contrary to popular beliefs, which highlights the importance of considering all the indicators that accurately describe schools.

Keywords: school principals, École secondaire, secondary school, gestion scolaire, at risk students, programmes spécialisés, élèves en difficulté, specialized programs, direction d’école, school management

The purpose of this contribution is to gain a better understanding of how language status is negotiated in superdiverse classrooms in French overseas departments in order to think differently about inclusive educational policies. First, we compare the concepts of translanguaging, interlecte, and mélangue. Then, we analyze — through the lens of the rhizome — verbal interactions in a pre-primary classroom where “awakening to languages” sessions are experienced. The study identifies several multilingual interaction strategies. The results show in particular how to rely on the students’ inner speech. By distinguishing compensatory strategies revealing a “language-problem” vision (VLP) from those aiming at social transformation (VTS), we eventually highlight the ideologies that condition students’ language inclusion.

Keywords: language exclusion, inclusive language policies, translanguaging, interlecte, mélangue, rhizome, multilingual interaction strategies, inner speech, La Réunion, Indian Ocean, exclusion langagière, politiques linguistiques inclusives, translanguaging, interlecte, mélangue, rhizome, stratégies d’interactions plurilingues, langage intérieur, La Réunion, océan Indien

Related to the question of the professionalization of teaching, this article presents an analysis of the historical and sociological evolution of teachers’ professional knowledge in Quebec and Ontario through the Neo-Weberian approach in the sociology of professions. Employing a review of literature, we conclude that the implementation of theoretical rational knowledge in the years 1950-1960 is carried out in a differentiated manner, with this rationalization being based on a scientific pedagogy in Quebec and on liberal education in Ontario. Despite the arrival of a “practical rationality” in the 1990s in the two provinces, the changes of subsequent years retain certain conceptions from the 1950s and 1960s, which have had a major influence on the current structures of teacher education programs.

Keywords: professional knowledge, rationalization, professionalization, teachers, Quebec, Ontario, comparative education, neo-Weberian approach, savoir professionnel, rationalisation, professionnelisation, enseignants, Québec, Ontario, éducation comparée, approche néowébérienne

Given the large production of video games in Quebec, the province has been able to develop an exceptional context of research partnerships between video game companies and university laboratories, each of which has developed an expertise specific to their field. In this article, the following question will first be asked: what kind of research is carried out in companies? The objective is not to make a systematic survey of the various forms of research carried out within all companies located in Quebec, but rather to identify the main realities experienced in gaming companies in order to answer a second question: what kind of research is not carried out those companies? The answer will be used to illustrate possible partnerships with researchers interested in gaming practices and in gaming communities, a research theme that is not often addressed by companies. Among the university gaming laboratories in Montreal, the example of the laboratory of the Université du Québec à Montréal will be briefly presented in order to situate researches that explicitly aims to understand identification, communication and social dynamics of gaming communities. The article concludes with an exposition of some of the future perspectives of research in this field, mainly related to the development of artificial intelligence and machine learning.

Keywords: Laboratoire de recherche, industrie vidéoludique, partenariats, test utilisateur, analytique du jeu, Research laboratory, videogame industry, partnerships, user testing, game analytics, game practices

The province of Quebec is seen as a center of “creativity” for video games and this concept is regularly used and valued. But the complexity of the socio-cultural phenomena leads us to question the meaning of this concept. What is creativity, who or what is creative? This paper uses a constructivist version the Four P’s framework (product, process, people and press) to show the limits of the concept of creativity in the Quebec video game industry, specifically in Montreal. This model allows us to focus on different interrelated dimensions of creativity, from government economic policies to the creation process, including the products created and the people involved. At first glance, the results show a disturbing lack of creativity. But it is rather the lack of theorization and operationalization of the concept in the context of Quebec video games that is problematic. If the province wishes to maintain its status as a leader in this sector, a transdisciplinary research effort must be undertaken.

Keywords: Jeu vidéo, études de la créativité, transdisciplinarité, modèle socioculturel de la créativité, modèle des 4 P, industries créatives, design de jeu, Montréal, Video game, creativity studies, transdisciplinarity, sociocultural model of creativity, 4 P’s model, creative industries, game design, Montreal

This article focuses on queer, trans and black performances on the Brazilian music scene, situating them in the contemporary socio-political context of this country.

Keywords: Genre, Études culturelles, Genre, Cultural studies, Performance, Performance, Brésil, Brazil, Intersectionality, Intersectionnalité, queer worldmaking, Queer worldmaking