Documents found
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8522.
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8523.More information
This article revisits the history of a fiction, that of miscegenation, through the joint lenses of religion, gender and Imperium Studies. Preliminary results show that between 1600 and 1680, “Others” could easily integrate into French society through the extremely gendered rituals of baptism and of marriage. Confronting these means of assimilation with the failure of the chimerical project of “making one sole people of Natives and French”, reveals the mechanisms used by the absolutist French kings and by the Church of Rome, seeking universalism, in order to extend their respective sovereignty overseas from the 16th to the 18th centuries.
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8524.More information
Keywords: Chantefable, Mets circonstanciels, Ethnanalyse, Anthropophagie, Eton
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8526.More information
A set of challenges makes the role of business schools in society eminently critical. This essay adopts a critical perspective aimed at highlighting, supporting and legitimizing the capacity of academic actors to reappropriate, while renewing, their professional identity and their “craft”, with an emancipatory aim. This is expressed in the content, forms and methods of production of teaching and research, in connection with a wider range of actors within and around the academic institution. Three axes allow us to rethink business schools and their activities: temporality, spatiality and the domination/emancipation dialectic.
Keywords: Écoles de gestion, approches critiques du management, résistance, temporalité, spatialité, dialectique domination/émancipation, Business schools, critical management studies, resistance, temporality, spatiality, domination/emancipation dialectic, Escuelas de gestión, enfoques críticos de la gestión, resistencia, temporalidad, espacialidad, dialéctica de la dominación/emancipación
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8527.
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8529.More information
Based on a scoping review, this paper provides a critical analysis on how the current application of Response to Intervention (RTI) programs and Multi-Tier Systems of Support (MTSS) interfere with inclusive education. Five paradoxical dimensions are thus presented. These include student eligibility for professional services, identification of students with special needs, roles of teachers and of special education, evidence-based interventions and standardized programs, and a limited use of the problem-solving approach. In short, we explain how RTI and MTSS can actually impede the inclusion of students with disabilities.
Keywords: inclusion, Multi-Tier Services Systems of Support, Response to Intervention, exclusion (process), students with disabilities, inclusion scolaire, modèles de services par paliers, réponse à l’intervention, (processus d’) exclusion scolaire, élèves en situation de handicap
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