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10125.More information
Distinguishing between the plurality of cultural identities, registers of knowledge and epistemological norms has sparked debates in history teaching. Some decolonial currents argue that a history teaching centered on historical thought, defined by sexias and others, promotes a eurocentric view of history. These criticisms apply to certain curricula and historians, not to the operation of historical thought itself, which values epistemological norms that are resistant to the instrumentalization of history. Developing historical thinking in the classroom would promote students’ intellectual autonomy, critical thinking, and tolerance, as opposed to substituting one narrative for another. However, the article expresses doubts about the ability of the school, in its current state, to provide the necessary conditions for this development.
Keywords: Agency, Agentivité, colonialisme, colonialism, diversité, diversity, secondary school, école secondaire, critical pedagogy, pédagogie critique, historical thinking, pensée historienne
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10126.More information
This article presents the foundations, methodology and results of an action-research project aimed at modeling, testing, and evaluating an educational strategy based on the construction of a learning territory. Based on the enhancement of student-territory links, it tests a hypothesis that considers the territory’s heritage component as an educational lever to develop quality eco-citizenship education, understood as emancipated eco-citizenship: responsible, willing, and able to make commitments. The methodology consists of a comparative analysis of three groups of students representative of three increasing degrees of participation in the learning territory. The results obtained highlight positive and statistically significant impacts on the eco-citizen profiles of students who are active, authors and builders of the learning territory.
Keywords: liens patrimoniaux, patrimonial links, eco-ontogenesis, éco-ontogenèse, eco-citizenship, écocitoyenneté, territoire apprenant, learning territory, empowerment, empowerment, émancipation, emancipation
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10127.More information
In this article, the authors draw on feminist theorizations to examine ethnographic data, illustrating how femmephobia is enacted among boys in kindergarten. They also examine how teachers’ well-intended responses may inadvertently legitimize femmephobia when a femininity-affirmative orientation is not applied. The authors argue that intentional gender-affirming actions by education stakeholders are necessary for promoting and supporting fluid gender explorations in kindergarten, especially in terms of valuing and validating femininity among boys. Specifically, they consider the potentials of femininity-affirmative pedagogy as one approach to countering femmephobia and working towards gender inclusion and equality in early education.
Keywords: childhood, early education, feminist theory, gender-affirming, gender policing
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10128.More information
Group conversation, also known as circle time, is frequently used in preschool education. This study describes practices during group conversation in prekindergarten. 30 filmed group conversations led by 11 full-time female prekindergarten teachers were analyzed. Results showed that teacher and children are seating in a circle and the management is mostly done by the teacher. The main theme is chosen by the teacher and is usually about personal experiences. In terms of feedback practices, most of them are related to the ideas expressed by children and few are about phonology, syntax, or vocabulary.
Keywords: causerie, circle time, early childhood education, éducation préscolaire, langage, language, communication, oral, pratiques effectives, teacher practices
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10129.More information
Our qualitative interpretative research, based on a collection of life stories (n = 60), aims to better understand the experiences relating to choosing a postsecondary program of youth from immigrant backgrounds, as well as the context leading to these choices, a posteriori. The typological analysis of these life stories reveals that family plays a determining role in these choices. In addition, compared to youth from other countries, youth from sub-Saharan Africa, the Caribbean, and Central and South America perceive facing more constraints (familial, economic, and academic) when choosing their programs. They also seem to have access to fewer resources and information regarding all possible orientation choices, as well as the mechanisms and workings of the system. In conclusion, the results allow for the suggestion of intervention strategies for school staff members in order to foster the postsecondary education orientation of these youth.
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10130.More information
This paper offers an interpretation of The Last of Us and The Last of Us Part II as narratives of moral emancipation from patriarchal structures. It argues that the protagonists, Ellie and Abby, participate in the construction of each other’s moral agency and autonomy, while navigating their complex gender identities and attempting to break the cycles of violence and retaliation initiated by their fathers. Neither character succeeds in the end. Indeed, the games’ main argument is that if moral autonomy is ever within reach, it is not on individualistic or universalistic terms; that is, that the notion itself of being autonomous is necessarily relational, gradual, and situated within the gender politics of each character’s moral particularity.
Keywords: autonomy, morality, particularism, gender, identity, objectification, empowerment