bluuebunny/crossref_metadata_2025 huggingface dataset:
PENYELENGGARAAN SISTEM INFORMASI HUKUM PERUSAHAAN PADA BADAN USAHA BANK DALAM PELAKSANAAN GOOD CORPORATE GOVERNANCE
Authors: Eka Pertiwi I Gusti Agung
Published: August 2017

Good Corporate Governance is the definitive system to regulate and control the companyto create value-added to all stakeholders. The concept can be interpreted of GoodGovernance in Indonesia. There are two things that are emphasized in this concept. First,the importance of the right of shareholders to obtain information correctly (accurately)and timely. Second, the company’s obligation to make disclosure is accurate, timely andtrasnparan to all information of corporate performance, ownership and stakeholder. Thistype of research is a kind of juridical empirical research. This study on the effectiveness ofthe law, namely Legal Information Systems Company On Enterprise Bank in ImplementingGood Corporate Governance. This study is limited to the legal aspects of good corporategovernance of banking, in particular systems company policy, in particular the company’sdecision-making system,the implementation of the decision making proces accountable,fast, and accurate, which determines the performance of bank corporate governance. GoodCorporate Governance provisions have not been able to support the banking corporategovernance, as expected, especially in terms of decision-making performance. Becausetheunavailability of adequate Legal Information System whichcan be used as abasis to organizethe decision-making process that is fast and accurate. Slowness and hesitation in makingdecisions on some banks are generally determined by the availability of Legal InformationSystems Company which is a data bank on bank policies that have been established.
PERSPEKTIF UNDANG-UNDANG NOMOR 1 TAHUN 2011 TENTANG PERUMAHAN DAN KAWASAN PERMUKIMAN TERHADAP PERLINDUNGAN HAK KONSUMEN DALAM JUAL BELI PERUMAHAN
Authors: Megawati Ni Ketut Dewi
Published: August 2017

A mismatch between the administrative documents or the physical characteristics of a property offered in a contract and the actual conditions received by the client becomes an important problem in a property business. The property, which is the object of an agreement, should be in line with the legal aspects required by the legislation. The purpose of this study is to understand the legal condition of registering a property as the object of an agreement, by using consumer protection law in relation to property sales (i.e., Legislative Decree number 1 of 2011) as the perspectives. This study used normative legal framework based on Law and concept approaches as its research method. Several primary laws were collected and analyzed by a qualitative descriptive method. This study found that a property could be included as the object of an agreement if it fulfills the terms and conditions written in the Article 42 Clause 1 of Legislative Decree number 1 of 2011 on Real Estate and Residential Areas. Furthermore, a property can be an object of sales agreement if they meet several criteria written in the State Minister of Community Estate Decree’s number 09/KPTS/M/1995, with the date of issuance on 23 June 1995, about the sale and purchase of a property. It can be argued that the Legislative Decree number 1 of 2011 on Real Estate and Residential Areas might not offer a comprehensive protection to the consumer rights, and subsequently inflict physical and mental harm to the consumers.
SIMULASI SISTEM KONTROL OPERASI ON GRID SERTA ISLANDING PEMBANGKIT LISTRIK TENAGA SURYA DI JURUSAN TEKNIK ELEKTRO UNIVERSITAS UDAYANA
Authors: Sutawan Pande K. B. , Kumara I Nyoman Satya , Ariastina W. G.
Published: August 2017

An on-grid solar power plant will distribute electric power to the grid in normal conditions. But when the supply of grid outages (islanding), on-grid solar power plant also can’t operate because the loss of the reference signal that is used as a reference for the inverter in the synchronization process. So there is potential loss of power when solar power plant can be used as a substitute source of electrical energy while PLN can’t serve consumers. In this research developed a simulation model that refers to the off grid solar power plant 500 Wp in the Department of Electrical Engineering, University of Udayana and can operate on-grid and off grid when islanding in matlab simulink. In this model made operation scenario where solar power plant operates on grid at the beginning of the simulation and after that operate off-grid (not connected to the grid and supply the local load). The simulation results show the model off grid solar power plant has been able to generate a voltage of 220 V and a frequency of 50 Hz in accordance with the solar power plant at the research site. The simulation results also show model of on grid solar power plant has been able to synchronize to the low voltage grid of PLN not loaded and loaded. On/off grid solar power plant model can operate on-grid or off-grid that corresponds to the operation scenario and produce the same output. Thus solar power plant can supply.
From Pathways to Portals: Getting to the Root of a Public Housing Community
Authors: Mann Nicola
Published: August 2017

The Chicago Housing Authority is currently in the late stages of a controversial ten-year urban renewal initiative that will see the city’s public housing projects replaced with mixed-income accommodations. Ordered to pack up and leave not only their homes but also lifelong friends and support networks, many project residents have, quite literally, had their roots yanked from beneath their feet. In this essay I employ the iconographic uses of natural imagery present in Kerry James Marshall’s Garden Project paintings (1993-1994) and Daniel Roth’s installation Cabrini Green Forest (2004) to, first, explore the “rooted” attachment of public housing dwellers to their living environment and, second, to consider the desire of many residents to safeguard community landmarks against the threat of demolition.
Re-imagining the Los Angeles River
Authors: Peterson John
Published: August 2017

This essay uses my students’ visit to the Los Angeles River and their written reflections as a narrative context for examining literary and filmic representations of the LA River. My larger goal is to illustrate the connection between these representations and the Los Angeles River’s various physical transformations and, in so doing, to underscore the relationship between a site’s storytelling traditions and its ecological degradation and/or preservation.
Communicative Lands, Community Landscapes
Authors: Von Stackelberg Katharine Temple
Published: August 2017

Introduction to the issue.
Animals and Women as Meat
Authors: Denys Patricia
Published: August 2017

Society’s current view of women and animals, both of whom have been regarded as sacred since ancient times, is as objects of consumption, containment and control in our patriarchal society. We have become disconnected as a society, from each other, and in turn, from Nature. Meat eating weaves together the oppression of women and of animals. Since this objectification has become so ingrained in our culture and denies accountability, it propagates the myth of how women and animals are marketed as being acceptable.
Interview with Ronnie Lee
Authors: Sorenson John
Published: August 2017

An interview with Ronnie Lee, one of the founding members of the Animal Liberation Front (ALF).
Veganism Contra Speciesism: Beyond Debate
Authors: Cole Matthew , Morgan Karen
Published: August 2017

While the case for veganism may be argued to be beyond debate, ending the exploitation of nonhuman animals remains hindered by the ubiquity of speciesism. This paper therefore explores the resilience of the speciesist order in two related contexts: the cultural reproduction of speciesism, including the ridicule of veganism; the applicability of Cohen’s sociological theory of denial to the exploitation of nonhuman animals. In so doing, the paper points towards intersections between speciesism and other forms of oppression, which may in turn help to inform effective vegan activism and prevent veganism from being marginalized as a “single issue."
A Million Miles from Broadway
Authors: Atkey Mel
Published: August 2017

Musical theatre can take root anywhere. The future of the musical may very well lie beyond Broadway and the West End. In recent years, successful musicals have been developed in Canada, Australia and the German speaking countries. Some, like Elisabeth, have travelled internationally without ever playing in English. Companies in Korea, Japan and China are investing in new works, both domestically and internationally. These different countries can learn from each other. In South Africa, people do literally burst into song on the streets. During the apartheid era, some of the freedom fighters were known to have gone to the gallows singing. Both there and in Argentina, musical theatre played an active role in the struggle against oppression. Shows like Sarafina weren’t just about the struggle against apartheid, they were part of it. This is nothing new – the cabarets of Weimar Berlin were also struggling against oppression. In fact, the birth of the musical coincided with the birth of democracy. On the other hand, during World War II, the all-female Takarazuka Revue was co-opted by the Japanese government for propaganda purposes.

The real point of my book A Million Miles from Broadway is not just to tell a history of the musical. It’s what you do with that history after you’ve learned it that is important. Firstly to learn about our own musical theatre heritage, but also to learn about each other’s. We may find that people in other countries have found solutions to problems that we are struggling with.
Supporting the Growth of Global Citizenship Educators
Authors: Larsen Marianne , Faden Lisa
Published: August 2017

This paper presents the results of a study, which was a part of a broader project to develop and pilot test a global citizenship education (GCE) teaching kit. This study involved examining a group of typical teachers’ perceptions, attitudes and beliefs about becoming global citizen educators. The study posed the question, “Can providing teachers with global citizenship education resources and supporting them in the implementation of these resources improve their capacity to be effective global educators?” We can infer from our study that there is mainstream appeal amongst social studies teachers for GCE. However, there are a number of limitations and barriers that prevent even those committed to global citizenship education from implementing GCE in their classrooms. Therefore, we argue that it is critically important to provide teachers with sustainable supports such as curriculum aligned teaching materials and professional development opportunities to become global citizenship educators.
You Can’t Criticize What You Don’t Understand: Teachers as Social Change Agents in Neo-Liberal Times
Authors: O’Sullivan Michael
Published: August 2017

Despite the existence of success stories of individual teachers and even school-wide groups of teachers successfully teaching from a global perspective, this paper raises a basic question: to what extent can the average teacher be an agent of change in the tradition of Dewey, Freire, and Giroux? The questioning of this role arises from the observation that many teachers are high achieving graduates of the very school system to which they have returned; and, as a result of spending their formative years in largely untroubled middle-class circumstances, are steeped in the dominant neoliberal ideology and consumer-orientation of the global market society. The author implicitly raises the issue, especially given his concerns about the power of the dominant ideology, as to just how critical and how transformative the actual classroom practice of global education and global citizenship education is or has the potential of being.
Citizenship Education in the Era of Globalization:Canadian Perspectives
Authors: O’Sullivan Michael , Pashby Karen
Published: August 2017

Important and challenging theoretical debates and questions arising from considerations of the role of citizenship education in the current “global era” are evident in academic literature. Ultimately, our scholarly work must also engage with what happens in our elementary, secondary, and post-secondary classrooms. Much important scholarly attention is being directed to debates about the nature of globalization, and about national and, increasingly, global concepts of citizenship, multiculturalism, and social movements of global resistance. However, much of this work is done outside of a direct engagement with teachers, students, and classroom practices and is consequently left at a level of abstraction that appears disconnected from the day-to-day work of public schooling. Indeed, when working through significant theoretical interjections and conversations that engage with the complexities and possibilities to which we are drawn, we can never forget that the “what” and “how” of teaching and learning, and the values that circulate within classrooms, reflect the global movements of contemporary history and are shaped by a sense that we must take-up global issues. We must, therefore, recognize what Pashby (this issue) refers to as the global imperative that exerts particular pressure on educational theory, practice, policy, and politics. To do this we must struggle with questions of theory that inform our scholarly and our practical work as educators, be that practice in faculties of education or in K to 12 classrooms. This special themed issue presents important questions, concerns, and possibilities that mark both theoretical discourses and classroom practice.
Demands on and of Citizenship and Schooling:“Belonging” and “Diversity” in the Global Imperative
Authors: Pashby Karen
Published: August 2017

Educational theory and practice are contending with a sense that it is imperative to take-up “the global” in schools so as to promote a sense of global responsibility and global consciousness. A review of contemporary academic literature reveals particular tensions marking the mutually reinforcing relationships between citizenship, diversity, and schooling. A main theme of this paper is the increasingly complex notion of “belonging” integral to democratic citizenship and the related questions of inclusion and exclusion inherent to citizenship and schooling. By demonstrating that, despite particular paradoxes, citizenship continues to be called on as an ideal through which to push for social justice on local and global levels, the paper contends that a great deal is demanded of citizenship and citizenship education. This paper argues for a new, flexible theory of citizenship that interrogates the assumptions on which a “neutral” notion of citizenship is based. In examining what is demanded of citizenship, the paper looks at what demands must be made of a notion of citizenship. The paper ends with a strong consideration of global citizenship education as an educational response to the global imperative.
A Curriculum of Kindness: (Re) Creating and Nurturing Heart and Mind through Teaching and Learning
Authors: Shields Carmen , Reid-Patton Vicki
Published: August 2017

In this paper, we share stories of experience that focus on our belief that offering kindness as a key ingredient in teaching and learning provides a solid foundation for personal connection and sustained meaning-making. We highlight our past experience with teachers who provided us with caring and kindness and using a narrative process of recovering and reconstructing meaning, we move forward in time to describe how we now enact kindness in our own relationship and our work with students and clients in our present day practice as professor and counselor.
A Narrative Self-Study of Advocacy by an Educational Practitioner with Multiple Roles
Authors: Rice Mary
Published: August 2017

This self-study follows my work on three professional knowledge landscapes (Clandinin & Connelly, 1996). It was an effort at revealing both my knowledge-in-practice and knowledge-of-practice (Cochran-Smith & Lytle, 2004) in order to uncover understandings about my own use advocacy as a classroom teacher, a new teacher mentor, and a teacher educator on a university campus. Through the course of the study, my attention turned toward my own use of advocacy as a classroom teacher, a new teacher mentor, and a teacher educator on a university campus—the places where tensions occurred. Advocacy experiences in all three of these roles tended to be dependent on maintaining a delicate balance of positioning between myself, the student, the new teacher, or mentee, and another school official. I was also able to see the ways my personal practical knowledge was lived in and out in the various situations.
A Context for Professional Learning: Teacher Candidates in Intergenerational Literature Circles
Authors: Lemisko Lynn , Epp Marg
Published: August 2017

Our findings indicate that intergenerational literature circles were sites where multi-layered learning took place for teacher candidates. These adult learners developed a deeper understanding of and how children read, learn concepts and respond to text and they enhanced their understandings of multiple perspectives. Teacher candidates indicated that co-learning in the context of a literature circle helped them in their transformation into professional teachers as they experienced and reflected on learners, learning and teaching/learning strategies. Many revised their definitions of ‘teacher’ as a result of their experiences in intergenerational literature circles.
Resisting Negative Images and Stereotypes: One Latina Prospective Teacher’s Story
Authors: L. Rodriguez Terri
Published: August 2017

This article focuses on one Latina prospective teacher’s act of resisting negative stereotypes regarding attire imposed upon her by a white female principal.  The event is embedded within a larger life history study that explores the experiences of bilingual Latino prospective teachers in the elementary education program of a large Midwestern university.  The selected narrative is contextualized in relation to resistance narratives. Patricia Morales tells about her experiences in U.S. schools.  It explores how Patricia’s life history is marked by experiences of discrimination, yet how her constructions of these events represent “counterstories” (Delgado, 2000; Solorzano & Yosso, 2002) through which she “talks back” (hooks, 1989) to distorted images and stereotypes.  Patricia’s narratives are shown to constitute creative acts of resistance through which she negotiates a positive and affirming identity (Suarez-Orozco & Suarez-Orozco, 2001) as a Latina prospective teacher.   Keywords: preservice teachers; teacher education; Latino critical race theory; narrative inquiry
Making Practice of Curriculum:Curriculum Making in Teaching and Teacher Education
Authors: Ciuffetelli Parker Darlene , Kitchen Julian
Published: August 2017

This issue spotlights research and practice on curriculum making, teaching, and teacher education. Based on lived and practical experiences in education, the authors in thisinstalment show how engaged inquiry is a form of curriculum in practice. In this manner, the authors observe intently their role as educators by inquiring and practising through a self-reflective lens and/or alongside students and colleagues. Thus, whether it be a close-up of a Kindergarten classroom where the curriculum re-shaped and re-figured through the self reflective engagement of the Kindergarten teacher or a broader focus on how college instructors effectively develop their curriculum via practical and meaningful ways for professional development, we witness in this issue how educators experience and make curriculum from their own insightful personal, and professional knowledge, rather than from top-driven policy agendas.
Tips on Writing an Educational Research Article for Brock Education
Authors: Kitchen Julian
Published: August 2017

The editor of Brock Education offers tips for writing educational research articles that will appeal to him as a reader and as editor of Brock Education. First, capture his interest in the first few paragraphs. Second, convey your topic is of great interest or importance at the moment. Third, convey a sense of wonder and engagement about the topic and the research. Fourth, explain how your work relates to the larger field of study. Fifth, provide a thorough analysis of the research findings. Sixth, write well. He draws on the six articles in this issue to illustrate.
Keeping First Nations in Their Place–The Myth of “First Nations Control of First Nations Education”: A Commentary
Authors: Phillips Ron
Published: August 2017

The federal government of Canada has constitutional responsibility for First Nations education.  There is no evidence that the federal government has attempted to develop a comprehensive First Nations education system.  Most studies have found serious flaws in the current realities faced by First Nations children attending First Nations-controlled schools throughout Canada (e.g., low levels of academic achievement, lack of second-level specialist support, inadequate school facilities, and low teacher pay). These difficulties are not found in provincial schools in which the federal government supports First Nations students. Despite its poor track record in First Nations education, the federal government remains convinced that it knows what is best for First Nations children attending First Nations schools across Canada. First Nations educational involvement, knowledge and expertise are not really considered.  The idea of "First Nations control of First Nations education" is really meaningless. This paper critiques the current education system and makes recommendations.
A Coterminous Collaborative Learning Model: Interconnectivity of Leadership and Learning
Authors: Margolin Ilana
Published: August 2017

This qualitative ethnographic study examines a collaborative leadership model focused on learning and socially just practices within a change context of a wide educational partnership. The study analyzes a range of perspectives of novice teachers, mentor teachers, teacher educators and district superintendents on leadership and learning. The findings reveal the emergence of a coalition of leaders crossing borders at all levels of the educational system: local school level, district level and teacher education level who were involved in coterminous collaborative learning. Four categories of learning were identified as critical to leading a change in the educational system: learning in professional communities, learning from practice, learning through theory and research and learning from and with leaders. The implications of the study for policy makers as well as for practitioners are to adopt a holistic approach to the educational environment and plan a collaborative learning continuum from initial pre-service programs through professional development learning at all levels.
The Gift of Education
Authors: Kitchen Julian
Published: August 2017

One of the greatest gifts is the opportunity to learn. Many, blessed with rich learning opportunities at home and in school, take this for granted. Many here and around the world are not so fortunate. Gift Days, a picture book by children’s author Kari-Lynn Winters (2012), is a powerful reminder of the limits to educational opportunity and a testament to how caring individuals can give the gift of learning in even the most adverse circumstances. Each of the articles in this volume offers a gift of education to learners and educators.
Revisiting The Great White North? Reframing Whiteness, Privilege, and Identity in Education (Second Edition)
Authors: Radershma Kim
Published: August 2017

Having spent the majority of my formative years in the U.S., and having only recently returned to Canada to pursue my Ph.D. in Education with a focus on anti-racism and critical whiteness studies, I have found Lund and Carr’s books to be extremely useful in helping me detect the pulse of the Canadian heart-rate on race issues.
Themes on the Meaning of Professionalism and Setting New Directions for Policy and Practice
Authors: Mogadime Dolana
Published: August 2017

The articles featured in this issue take up notions of professionalism as it occurs across a broad range of educational terrains. Multiple educational theories and research approaches are employed to strengthen and support professionalism across the continuum from pre-service and in-service teacher education to school leadership. Reading across these articles, students’ and educators’ points of views are envisioned that push for a meaningful appreciation of learning and for changes in the ways that facilitate envisioning learning more broadly.
Individual Paths to Literacy Engagement: Three Narratives Revisited
Authors: Scheffel Tara-Lynn
Published: August 2017

What does it mean to be engaged, especially when it comes to literacy learning? It is this question that drove my doctoral research in 2007 when I became a participant observer in a grade two classroom with the goal of making the everyday visible while sharing a greater understanding of classroom life in relation to engagement. Six years later, I returned to the original school where the grade two students were in grade eight to revisit and expand student understandings of successful engagement in learning. In this paper, I revisit the narratives of Spike, Jasper and Avery (Scheffel, 2012) to consider themes of change and continuity, including ways in which initial success and struggle appeared to influence their journey over time. I also propose a revised Framework for Engagement that draws upon grade eight students' insights.
Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program
Authors: Block Lee Anne , Betts Paul
Published: August 2017

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.
Addressing the Teaching of English Language Learners in the United States: A case study of teacher educators’ response
Authors: Hallman Heidi L. , Meineke Hannah R.
Published: August 2017

This article discusses teacher educators’ response to the issue of preparing prospective teachers in core content areas to be teachers of English language learners. In the case study we present in the article, the views of English language arts teacher educators, as analyzed from a nationwide survey of the teaching of English, are articulated. As a follow-up to the survey, focus groups were conducted with a sub-section of survey respondents. Findings indicate that, although the teaching of ELLs is viewed as a priority for teacher education, the field has yet to determine how to adequately address program coherence and partnership approaches to teaching ELLs within pre-service teacher education.
Justice as Told by Judges: The Case of Litigation over Local Anti-Immigrant Legislation
Authors: Provine Doris Marie
Published: August 2017

In the absence of comprehensive immigration reform at the federal level, many American states and localities are undertaking their own legal reforms. The new state and local laws have been challenged by immigrant-rights organizations and individuals on the grounds that the federal government has already pre-empted the field. The lawsuits bring a new narrative voice—that of judges—into the boiling U.S. immigration debate. Judges engage the controversy over local enforcement of immigration enforcement, as they have other contentious disputes, both as pragmatic decision-makers and as spokespersons for justice. The tensions this dual role entails are explored here in the context of a single, controversial case. Close-up analysis of the judge’s narrative strategy reveals a range of specific techniques to create moral distance from a decision, combined, ironically, with the enlistment of moral themes to justify the ruling. The inter-twining of rule-of-law and justice rhetoric mirrors and also shapes a broader politics of justice in the United States.
Constructing Citizenship Without a Licence: The Struggle of Undocumented Immigrants in the USA for Livelihoods and Recognition
Authors: Ansley Fran
Published: August 2017

This article questions the meanings and expression of "citizenship" in the context of new Latina and Latino migration into the southeastern United States-a region long marked by legally policed racial systems and now experiencing the varied shocks of globalization. Focused on a legislative campaign that won access to a state-issued driver's licence for undocumented migrants in Tennessee in spring 2001, the article explores some of the tensions that emerged on the road to this unlikely victory and raises questions for the immigrants' rights movement in the US about the costs and gains that may follow from different ways of framing its demands. The dominant frame this particular campaign adopted was a pragmatic and politically acceptable call to improve traffic safety, one that reflected a conscious choice to downplay issues of rights, justice or global perspective. Yet the article also reports that the campaign in fact created and used opportunities for activists to raise issues related to migrant rights. It also made a dramatic, albeit temporary, improvement in the daily lives of migrants in the state. The article then sketches three citizenship norms that current struggles might prefigure. These three norms are: the full right to international mobility of human beings; the right to identity; and duties of citizenship in a globalizing world.
Journalism for Peace and Justice: Towards a Comparative Analysis of Media Paradigms
Authors: Hackett Robert A
Published: August 2017

This paper compares different normative and institutional paradigms of journalism with respect to peaceful conflict resolution and democratic communication.  It begins with the problematic but still dominant 'regime of objectivity,' and then considers three contemporary challengers: peace journalism, alternative media, and media democratization/communication rights movements.  The paradigms are compared in terms of such factors as public philosophy, epistemological assumptions, characteristic practices, institutional entailments, relationship to dominant institutions and power structures, allies and opponents, and antagonisms and synergies between them.  I conclude that while peace journalism is a promising initiative, it could gain traction by exploring synergies with the other challenger paradigms.
No One is Illegal Between City and Nation
Authors: Nyers Peter
Published: August 2017

By challenging the state's prerogative to distinguish between insiders and outsiders, citizens and non-citizens, political movements by and in support of migrants and refugees are forcing questions about what criteria, if any, can and should be used to determine who can claim membership in the political community. To illustrate the complexity of this politics this article analyzes the major demand that underscores every campaign undertaken by non-status refugees and migrants in Canada: a program that would allow them to "regularize" their status. Notably, these campaigns are being directed at both the state and city levels of governance. Together, these are two sites in which claims and counter-claims about community, belonging, and citizenship are being made by, for, and against non-status immigrants. In each case, migrant political agency is asserted in places meant to deny, limit, or repress it. The article argues that the significance of these sites is that they allow for non-status refugees and migrants themselves to act as mediators or translators between the city and nation, between polis and cosmopolis.
Learning for Life: The People’s Free University and the Civil Commons
Authors: Woodhouse Howard
Published: August 2017

This article stems from the author’s experience as one of the organizers of an alternative form of higher education, which drew its inspiration from the civil commons.  In the early years of the new millennium, the People’s Free University of Saskatchewan (PFU) offered a wide variety of courses to members of the public without charge, adopting as its founding principle the belief that “Everyone can learn, Everyone can teach.”  As a form of community-based education, the PFU accommodated the needs and aspirations of a diversity of individuals and groups too often denied by “research-intensive” universities.  The civil commons itself is a web of interlocking institutions based on the life-code of value, which strengthens the public interest and enhances the growth of organic life.  Unlike the money-code of value, whose goods are only available to those who can pay, the goods of the civil commons are accessible to all.  This inner logic enables a full realization of life value as exemplified in the living tradition of popular university education.
The Aesthetic Post-Communist Subject and the Differend of Rosia Montana
Authors: Velicu Irina
Published: August 2017

By challenging the state and corporate prerogatives to distinguish between “good” and “bad” development, social movements by and in support of inhabitants of Rosia Montana (Transylvania) are subverting prevailing perceptions about Central and Eastern Europe (CEE)’s liberal path of development illustrating its injustice in several ways that will be detailed in this article under the heading “inhibitions of political economy” or Balkanism. The significance of the “Save Rosia Montana” movement for post-communism is that it invites post-communist subjects to reflect and revise their perception about issues such as communism, capitalism and development and to raise questions of global significance about the fragile edifice of justice within the neo-liberal capitalist economy. However, resistance to injustice (and implicitly affirmations of other senses of justice) is an ambiguous discursive practice through which Rosieni make sense as well as partake their sense of Rosia Montana. The movement brings about a public dispute which may be compared with a differend: (in Lyotard’s words), a conflict that cannot be confined to the rules of “cognitive phrases,” of truth and falsehood. This article argues that while post-communist events of “subjectification” are unstable and thus, are to be viewed aesthetically, this same ambiguous multiplication of political subjectivity may facilitate the creation of social spaces for imagining alternative possibilities of development.
The Arab Spring Protests and Concurrent Disability Protests: Social Movement Spillover or Spurious Relationship?
Authors: Barnartt Sharon N.
Published: August 2017

Protests from different social movements sometimes coincide, but does that mean that one movement is influencing the other and increasing its “action mobilization,” or are different sets of factors causing the coincident protests? This paper examines that question in reference to two sets of coincident protests: those of people with disabilities and those of the pro-Democracy protests of 2011. It shows that, although disability protests did not start at the same time as the pro-Democracy protests, a number happened during and after, and in close physical proximity to, those protests. Neither set of protests acknowledged or referred to the other. While it is likely that a new law in Egypt and the UN Convention on the Rights of Persons with Disabilities were among the mobilizing factors for people with disabilities, it also appears that the language of “rights” began to diffuse from the pro-Democracy protests to the disability protests.
Activism and the Academy in Ireland: A Bridge for Social Justice
Authors: O'Flynn Micheal , Panayiotopoulos Aggelos
Published: August 2017

This article is concerned with the working relationships between progressive academics, students, left activists, and trade unionists in Ireland, and with the apparent division between theory-led and action-led perspectives. We reflect on our efforts to draw progressive forces in Ireland together through a number of initiatives: reading groups, conferences, educational seminars, workshops, the publication of a quarterly paper, and the organization of precarious workers in higher education. We argue that although activism and academia are sometimes treated as separate spheres, there are spaces for academia in activism and for activism in academia. Finding and filling those spaces means resisting efforts to limit academia to interpreting the world, and finding ways to demonstrate the emancipatory potential of education among activists whose time is taken up with struggling against immediate structural inequalities and attempting to mobilize people into a political force. We argue that scholar-activists should play an important role helping to assemble the collective resources of the working class, as well as organising for longer-term social transformation. We call on scholar-activists to collaborate in constructing a counter-hegemonic narrative and developing a collective strategy for social justice.
Media Activism and the Academy, Three Cases: Media Democracy Day, Open Media, and NewsWatch Canada
Authors: Skinner David , Hackett Robert , Poyntz Stuart
Published: August 2017

In Canada, there is a relatively strong tradition of activist scholarship in media and communication studies. However, very little research has been undertaken on how working in the university may contextualize the ways in which academic workers participate in activist media projects. Focusing on three such projects – Media Democracy Day, Open Media, and NewsWatch Canada – this article draws upon elements of political economy and Bourdieu’s field theory to consider how the different characters of the academic and activist fields work to enable and constrain the abilities of faculty to engage with them.
Du Style pour dire non, ou l’artillerie d’une poétique de combat dans Cahier d’un Retour au Pays Natal d’Aimé Césaire
Authors: Saah Nengou Clotaire
Published: August 2017

Malgré les divers thèmes étudiés par des générations d’écrivains d’Afrique et de la diaspora noire francophone, la plupart de leurs œuvres ne reflète souvent que très timidement une forme esthétique hardie; serait-ce par peur de faire la différence? Par contre le poète Aimé Césaire ose. Dans son poème Cahier d’un Retour au Pays Natal, Césaire fait du signe une arme stylistique et insurrectionnelle pour combattre la norme culturelle tyrannique imposée à sa conscience, combattre les oppresseurs d’hommes et les larbins de la révolte. Soit le “style pour dire non!” La présente étude voudrait montrer que l’expressivité chez Césaire dans cet inusable, long et délirant texte poétique, c’est de l’artillerie lourde qui se caractérise par l’usage quantitatif, qualitatif et volumique d’éléments linguistiques, sortes d’obus donnant vitalité aux idées et violence aux signifiants.
Poèmes
Authors: Lamontagne Sonia
Published: August 2017

Poèmes
La surdétermination du sens par l’emploi abusif de l’article défini pluriel dans la presse écrite ivoirienne
Authors: Fodjo Kouakou Kouman
Published: August 2017

Les règles d’usage de l’article défini n’empêchent pas des dérives dans l’utilisation qu’en font bien des usagers. Le cas de et dans la presse écrite ivoirienne augure d’une stratégie de communication. De fait, l’usage abusif de l’article défini pluriel participe de la construction du sens du fait de la surdétermination par généralisation qui en résulte, du diptyque objectivité/subjectivité. S’il y a un excès dans l’emploi du signe les sur toute signification assignable, c’est parce que le dit de l’écrit de presse est surtout surdéterminé. La surdétermination est le mécanisme même de production du sens. Cet art de la grandiloquence n’est pas neutre, surtout avec une information surenchérie.

The rules governing the use of the definite article do not prevent formal deviations in the productions of many speakers and writers. The case of and in the Ivorian written media reveals itself as a strategy of communication. In fact, the overuse of the plural definite article contributes to the construction of meaning because of the over-determination by generalization resulting from it, and the diptych objectivity/subjectivity. If there is an excessive use of the sign les for all referable significations, it is because what is said in the writings of the press is particularly over-determined. Over-determination is the actual mechanism of meaning production. This art of grandiloquence is not neutral, especially with outbid information.
La formation des enseignants intervenant en milieu carcéral en France
Authors: Barini Hugo
Published: August 2017

L'enseignement en milieu carcéral est un droit auquel tout détenu a accès. Parmi les enseignements proposés aux détenus, la formation en français langue étrangère (FLE). Dans cet environnement de travail particulier, l'enseignant doit faire face à certaines difficultés et contraintes. Pour intervenir dans cet environnement particulier, des formations sont proposées aux enseignants : formations initiales pour les enseignants titulaires de l’Education nationale, formation de terrain pour les enseignants bénévoles. Toutefois, bien que la discipline enseignée soit le FLE, les enseignants titulaires d’un Master FLE ne peuvent intervenir dans des structures carcérales. Il est alors nécessaire de s’interroger sur les formations reçues par ces différents profils d’enseignants dont les compétences doivent être relatives au contexte d’enseignement, au public détenu non-francophone, ainsi qu’à la discipline enseignée.
Préface
Authors: Pauzet Anne , Roch-Veiras Sophie
Published: August 2017

Préface

Les émotions et leurs implications dans le discours, les interactions et l’apprentissage (Dir. Anne Pauzet, Sophie Roch-Veiras)
La transgression : de l’émancipation à la progression
Authors: Cocton Marie-Noëlle , Favreau Hélène , Roch-Veiras Sophie
Published: August 2017

Dossier "La transgression : de l’émancipation à la progression"

Préface
La variation du français parlé au Gabon : transgression ou progression ?
Authors: Italia Magali
Published: August 2017

Par le prisme de la variation et de l’appropriation, la transgression des normes langagières prescrites dans les grammaires traditionnelles effectuée par le français parlé au Gabon, devient un processus généralisé et linguistique d’une construction identitaire et sociale. Il s’agit donc d’une progression, d’un développement continu du français parlé au Gabon. La variation engendre la cohésion à une langue et sa cohérence.

Variation of French spoken in Gabon: transgression or progress?

Abstract: By the prism of the variation and the appropriation, the transgression of the linguistic standards prescribed in the traditional grammars made by French spoken to the Gabon, becomes a generalized and linguistic process of an identity and social construction. It is thus about a progress, about a continuous development of French spoken to the Gabon. The variation engenders the cohesion in a language and its coherence.
De la transgression dans les apprentissages : usages et limites
Authors: Berchoud Marie
Published: August 2017

Transgresser, c’est franchir une limite, une norme, sociale, scolaire, familiale, soit une pluralité de normes et parfois des conflits, par exemple entre nature et culture(s), école et famille. Alors, transgresser, est-ce un moment de l’apprentissage, ou une mise en question, ou encore une condition de celui-ci ? La transgression est l’acte d’un sujet parlant, apprenant : je transgresse pour apprendre, expérimenter, comprendre… soit un projet ; ou je transgresse pour me protéger, me conformer à mon milieu, soit un refus. L’exemple des enfants plurilingues montre comment la transgression d’une norme ou une autre peut être une prise de conscience et un révélateur.

Transgression in the learnings: Uses and limits

Abstract: To transgress is to go beyond a limit, a rule that can either be social, educational or familial. There is a plurality of norms and sometimes conflicts, for example between nature and culture(s), school and family. Thus is to transgress, a moment of learning, a questioning or a condition of the latter? Transgressing is an act of a speaking learning subject: I transgress to learn experiment and understand. Thus, it is a project. Or I transgress to protect myself, to comply with my environment: then, it is a refusal. The example of multilingual children shows how the transgression of a norm or that of another one can serve as an awareness or an indicator.
La publicité en FLE : un support didactique transgressif et motivant
Authors: Abraham Marine
Published: August 2017

Nous mettrons en avant dans ce travail de recherche la nature transgressive des affiches publicitaires, grâce aux moyens linguistiques, sémiotiques et socio-affectifs qui en émanent, ainsi que leur aspect motivant puisque omniprésent et influent dans notre quotidien en général, ici dans celui des apprenants de Français Langue Étrangère (FLE).

Publicity in French as a foreign language: a transgressing and motivating course material

Abstract: We will highlight in this research paper the trangressive character of advertising posters, due to linguistic, semiotic and socio-emotional means which emanate from them, just as their motivating aspect owing to their omnipresence and influence in our everyday life in general, here in that of the French as a foreign language learner.
Le détournement de proverbes en FLE, transgression ou création ?
Authors: Diaz-Daoussi Syrine
Published: August 2017

Notre article portera sur la didactique d’unités phraséologiques, plus précisément les proverbes et leur détournement en Français Langue Étrangère (FLE) dans un contexte d’enseignement/apprentissage à partir d’un niveau B1-B2. Il s’agira de familiariser les apprenants à la structure du proverbe puis de s’approprier ces structures afin de pouvoir les manipuler en transgressant la norme établie par le figement.

Twisting proverbs in FLE, transgression or creation?

Abstract: This article will focus on the teaching of phraseological units, specifically proverbs and the way to twist them through French Foreign Language (FLE) in a context of teaching / learning from a B1 -B2 level. This will familiarize learners with the proverb structure and help them appropriating these structures in order to manipulate by transgressing the norm established by the frozenness.
Entretien avec Dany Laferrière
Authors: Dainese Francesca
Published: August 2017

Entretien avec Dany Laferrière
Fortin, Jutta et Jean-Bernard Vray, dir. Alain Fleischer écrivain
Authors: Parayre Catherine
Published: August 2017

Fortin, Jutta et Jean-Bernard Vray, dir. Alain Fleischer écrivain

Compte rendu
Introduction
Authors: Viselli Sante A.
Published: August 2017

Introduction : Hommage à Alexandre Amprimoz
« Le souvenir n’est qu’une maison que l’on porte dans la voix » (Alexandre Amprimoz, Bouquet de signes)
Authors: Viselli Sante A.
Published: August 2017

Depuis déjà plusieurs années, nous remarquons au Canada la présence d’une littérature unique en son genre, celle des auteurs italo-canadiens. En français, en anglais ou en italien, cette littérature s’est déjà frayé un chemin sûr vers une reconnaissance incontestée au niveau national aussi bien qu’international. Des auteurs tels que Fulvio Caccia, Antonio d’Alfonso, Marco Micone, Carole David-Fioramore, Bianca Zagolin et Alexandre Amprimoz, sont à considérer parmi les lauréats italo-canadiens, porte-parole d’une génération d’érudits cosmopolites et polyglottes. L’œuvre d’Alexandre Amprimoz est, à cet égard, un exemplum des plus marquants d’une littérature multiple et plurielle.