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Between the Canadian plains (“Manitoba”), where fresh water simultaneously nourishes abundant crops and charming mirages, and the saline land's ends of Bretagne (“Sainte-Anne-la-Palud”) and of Camargue (“The Camargue”), plains soaked with “unwholesome water,” Fragiles lumières de la terre evokes not only the physical distance between two continents but also the distance between the child's paradise revisited, nestled at the “axis of the world,” and two brackish spaces, which are at land's end, both marked by war and representative of the worst aspects of modernity. Our analysis of the internal modes of organization of the descriptions in these three articles will focus on three operations studied by theoreticians: anchoring, reformulation and assimilation. The study of anchoring, especially the one of the legend-word which accompanies the title-theme, allows for the designation of a positional function for the descriptions, which ties them to a specific genre: the idyll for “Manitoba,” and the elegy for “Sainte-Anne-la-Palud” and “The Camargue”. But the initial genre labelling of the three articles is called into question by the operation of reformulation. The idyllic description of Manitoba ends with a brackish conclusion, thus rejoining the spirit of the other two, which in turn move from elegy towards a polemic tone. The latter term takes on its full meaning in the study of the operations of assimilation, where similes and metaphors take the form of war and peace allegories. The manipulation of these three descriptive operations in the texts evokes Camus' metaphor of exile and the kingdom. At first glance, the plains of Manitoba appears as the kingdom, while those of Bretagne's Finistère and the Camargue represent exile. But this kingdom that is Manitoba is not free of bitterness. One realizes that no longer can a kingdom, even a child's paradise, be separated from exile.

The well-being of learning and of being taught is a fundamental question that can arise for school teachers. When is this questioning good for teachers. We will analyze the memories of students from 2016 to 2021 in order to highlight the specificities of appropriation of this question of the good for future school teachers. We will compare the pre-health crisis to the research conducted during this crisis. By the methodology of the textometric analysis of memories and by the analysis of the countertransference elements of the teacher-researchers, we will seek to specify the blocking points and the blind zones linked to the anxieties around this notion of the well-being to be learned and to teach.

In this essay we examine media coverage in 2020 and 2021 of the COVID-19-related practice of “working from bed.” Although presented as a new phenomenon, working from bed has a long history. We suggest that the late modern bourgeois understanding of the bedroom as a private space has long been manipulated by artists, writers, and other celebrities, both through staged photos and more self-conscious representation. These representations play on the paradox of a public figure making their intimate self visible and invite an audience without losing control of the scene. By contrast, media representation of (and advice about) working from bed for white-collar professionals is fraught with anxiety about how to create an image of a desexualized, generic worker whose bed, bedroom, and self-in-bed are newly available to clients, co-workers, and bosses. Presenting distinctive challenges for women workers, the advice we surveyed focuses on aesthetics and comportment, using “professionalism” as a code for discipline and trivializing the consequences of home surveillance.

Numerous studies have shown that a student's success in online training is determined by their ability to implement self-regulated learning, a relationship having been established between this ability and their self and externally-regulated interactions. In order to characterize this relationship, we carried out a quantitative study via a questionnaire addressed to online training students from several French universities. The results obtained tend to show that, to greater or lesser degrees, the frequency of students' interactions, with their peers, their teachers or even the techno-pedagogical system correlate with their level of self‑regulation.

Keywords: Hétérorégulation, homorégulation, autorégulation, dispositif de formation en ligne, Externally regulated, self-regulated, self-regulation, online training system

This article analyzes youth's experiences of placement in a rehabilitation center and how this restrictive placement influences the processes of autonomization and of transition to adulthood. Based on a secondary analysis of 30 interviews with youth who were placed or had been placed in the past, it exposes the carceral and totalizing experience during their restrictive placement. The architecture, the isolation, the confinement, and the multiform supervision complicate youth's learning during the process of autonomization. This article finally questions the scope of restrictive placement environments.

Keywords: protection de la jeunesse, centre de réadaptation, carcéralité, autonomisation, transition vers l'âge adulte, expérience juvénile

I explore the relationship between social class and race, through an examination of how Black nurses enact Afropolitan cultural practices to negotiate contradictory class mobilities in Vancouver. While this paper reflexively draws from my family's lived experiences to begin thinking through the nuances of Afropolitanism, I hone the discussion in contextual reference to the class-making practices of African-born nurses. The nurses channel Afropolitan class-making projects, through which they develop a flexibility and openness of mind that enables them to reject taking on the role of victim in their contradictory mobilities. Afropolitanism refers to “an expansive politics of inclusion that seeks to position actors as part of a transnational community of Africans of the world” (Adjepong 2021, 1), to “imbue Africanness with value” (137). Merging the literature on anti-Black racism in nursing with scholarship examining relationships between social class, race, and culture, this paper draws out the promises and pitfalls of Afropolitanism through an exploration of how African immigrant nurses—part of a growing Black Canadian middle class—grapple with contradictory mobility in Canada's racialized terrain. It contributes to discussions of the Black middle class, in the context of a “relative newness of Black middle classes” (Rollock et al. 2012, 253).

Keywords: Black African immigrant nurses, Afropolitanism, cultural projects and class-making practices, contradictory mobilities, social class, race, Infirmières immigrées noires africaines, Afropolitanisme, projets culturels et pratiques de création des classes, mobilités contradictoires, classe sociale, race