bluuebunny/crossref_metadata_2025 huggingface dataset:
The Role of Teacher Empowerment and Teacher Accountability in School-University Partnerships and Action Research
Authors: Segedin Lauren
Published: August 2017

Large-scale educational reform is occurring in Canada, the USA and the UK. Different strategies for change have resulted, including the school-university partnership and teacher-led action research.  While this partnership and professional development method is perceived as a way to empower teachers it also appears to be riddled with issues of accountability. This study investigates the impact of participation in a school-university partnership, using action research as the professional development method for school improvement, on teaching professionals' sense of accountability and empowerment.  The findings from this study showed that these projects were organized from the top-down and teachers felt accountable to the government, their peers, their students, the School Board, the school community, and the project funding body.  However, teachers also were found to be empowered as they experienced shared decision making, teacher autonomy, professional growth, and school change.  This suggests that the relationship between accountability and empowerment is not a simple one.
Embracing Advocacy: How Visible Minority and Dominant Group Beginning Teachers Take Up Issues of Equity
Authors: Norquay Naomi , Robertson-Baghel Marian
Published: August 2017

This paper is from a four-year research project that followed graduates of a teacher education program from teacher certification through their first three years of teaching. It focuses on participants' narratives about their advocacy efforts in both their pre-service practicum placements and their first year as probationary teachers. Our findings indicate that while dominant group white participants chose to advocate from a position of personal conviction (often based on new knowledge of equity issues), the visible minority participants were often summoned by others to advocate. The paper concludes with a discussion about how teacher education might better address advocacy issues, alongside the focus on equity issues.
Experiences That Lead to Growth for Educators and Learners
Authors: Kitchen Julian
Published: August 2017

The commonplace of education—teacher, learner, curriculum and milieu (Schwab, 1970)—exist in all schools, but the experience is educative only to the degree that these commonplaces interact to spark learning. The authors of the articles in this issue of Brock Education all puzzle over the experiences of teachers and/or learners. In each case, their aim is to improve practice and, through this, contribute to a better world.
The Missing Tooth: Case Illustrations of a Child’s Assembled, Out-of-School Authorship
Authors: Winters Kari-Lynn
Published: August 2017

Case illustrations of a six-year-old boy’s adventures with a missing tooth are used in this paper to re-define a broader notion of authorship. Drawing on theories of social semiotics, New Literacy Studies (NLS), and critical positioning, this notion of authorship not only interweaves the boy’s preferred modes of meaning-making and communication, but also considers his sociocultural environments. Findings suggest that each mode of meaning-making (linguistic, symbolic, musical, etc.) has its own semiotic potential (both affordances and limitations) and that all authorship needs to be framed critically, within social contexts, in order to better understand and facilitate young children’s abilities to garner, interpret, design, and communicate ideas across a range of semiotic systems.
Surfacing the Assumptions: Pursuing Critical Literacy and Social Justice in Preservice Teacher Education
Authors: Robertson Lorayne , Hughes Janette
Published: August 2017

This paper outlines a four-year study of a preservice education course based on a socioconstructivist research framework. The preservice English Language Arts course focuses on critical literacy and teaching for social justice while employing digital technologies.The research study examines two concepts across all aspects of the course: 1) new literacies and multiliteracies; and 2) technology-supported transformative pedagogy for social and educational change. While the authors originally undertook the study to evaluate separate assignments of the course, the lens of the two themes has provided an opportunity for a scholarly review of their teaching practices. Research data include three course assignments over a 2-year period; an open-ended survey; and focus group and individual interviews with pre-service teachers. The authors discuss some of the affordances, challenges, and learnings associated with preparing teachers to teach critical literacy in a digital age. They also consider the development of critical literacy skills which encourage preservice teachers to bring their literacy histories and assumptions to the surface, examine them critically, and consider social justice alternatives.
Forging a Research Pathway: Perspectives of Two Post-Tenure Female Faculty Members
Authors: McIntrye Laureen J , Hellsten Laure-Ann M
Published: August 2017

This paper presents an auto-ethnographic exploration of two post-tenure female faculty member’s experiences developing their programs of research. Self-reflection was used to explore the factors that have helped or hindered the development of their research program, and the continued challenges they faced as female faculty. Composite themes were generated, using resiliency theory as the framework for discussions. Results are discussed with reference to a multidimensional conceptual model of researcher development put forth by Evans (2011).
New Academics and Identities: Research as a Process of ‘Becoming’
Authors: McLeod Heather , Badenhorst Cecile
Published: August 2017

We are new academics involved in the process of becoming researchers. We believe that gathering, reflecting, sharing and producing knowledge are important parts of constructing a strong identity as a researcher that we produce and own rather than being produced by the prevailing academic discourse. We decenter research as a product and bring into focus how as researchers we understand our selves, our work, and our processes. We interweave our stories with those of our research participants who are also new to the professoriate. Our experiences transcend our academic world and we believe that the narratives we discuss may help inform others.
Listening to Voices at the Educational Frontline: New Administrators’ Experiences of the Transition from Teacher to Vice-principal
Authors: Armstrong Denise
Published: August 2017

This qualitative study examined the transition from teaching to administration through the voices four novice vice-principals. An integrative approach was used to capture the interaction between new vice-principals, their external contexts, and the resulting leadership outcomes. The data revealed that in spite of these new administrators’ intention to create better schools for all students, they encountered multiple factors that hindered their ability to achieve their leadership goals. Key obstacles included the ambiguous legal and institutional configuration of the vice-principalship, inadequate preparation for challenging front line managerial and disciplinary roles, and inappropriate transitional support. Through listening to new vice-principals voices and providing relevant preparation and coordinated supports, school districts and policy makers can improve this transition and address some of the leadership challenges facing schools.
Rhetorics of Play in Kindergarten Programs in an Era of Accountability
Authors: Peterson Shelly Stagg , Riehl Dianna
Published: August 2017

In this paper we conduct a deductive analysis, using Sutton-Smith's “rhetorics of play,” of the published kindergarten programs that have guided Ontario kindergarten teaching since 1944. Our analysis is used to gain an understanding of how we in Ontario have arrived at a point where play-based learning has been taken up by developers of the provincial kindergarten program and approved as a pedagogical focus by politicians. The predominant discourses appear to have changed from a romantic view of play as a natural, child-centered activity, to a discourse of play as progress, with an emphasis on the developmental benefits of play and learning outcomes of play. We believe that the use of the rhetoric of play as progress has been key to the continued prominence of play in Ontario kindergarten programs. It represents ideologies of schooling to which policy-makers seem to be attuned in this era of accountability.
The Lived Experiences of Instructors Co-teaching in Higher Education
Authors: Lock Jennifer , Clancy Tracey , Lisella Rita , Rosenau Pat , Ferreira Carla , Rainsbury Jacqueline
Published: August 2017

The strength of co-teaching informs educators’ understanding of their own teaching practice and fosters a rediscovery of their passion for teaching.  Instructors bring their skills and competencies to the co-teaching relationship in ways that create an instructional dynamic greater than can be achieved individually.  From a mixed methods research design, instructors’ focus group interview data were examined with regard to identifying elements that influence successful co-teaching experiences, factors that impact the development and sustainability of the co-teaching relationship, and challenges that need to be addressed to avoid a breakdown in the co-teaching relationship. Drawing on the literature and the data, four recommendations for co-teaching practice are shared.  Further, implications for educational development and administrative support are discussed in relation to co-teaching practice in higher education.
Viva il Duce: The Memory of Benito Mussolini
Authors: Anagaran Michael
Published: August 2017

n/a
What She Would Have Wanted (Creative Intervention)
Authors: Martin Eleanor
Published: August 2017

N/A
Thinking Through Post-constructionism: Reflections on (Reproductive) Disembodiment and Misfits
Authors: Lam Carla
Published: August 2017

In this article, I draw together feminist research on the distinct areas of assisted human reproduction (or new reproductive technology) and post-constructionist theory to examine some common methodological and epistemological issues fundamental for reproductive justice. I revisit the notion of technologically-assisted (reproductive) disembodiment (e.g., in vitro fertilization, surrogacy and egg donation) in light of theoretical developments in feminism, in particular post-constructionism. Specifically, I ask what light is shed on the paradox of reproduction (in particular disembodied reproduction) by feminist post-constructionism?
Against the Grain: Socially Just Social Science from the Standpoint of Roxana Ng (Review Essay)
Authors: Coburn Elaine
Published: August 2017

This contribution seeks to highlight the important scholarship of Roxana Ng, arguably one of Canadian sociology and political economy’s most underappreciated theorists. Like her activism, Ng’s academic work is both wide-ranging yet firmly focused on major, unjust inequalities. Her research particularly concerns the Canadian capitalist political economy but inevitably, given the embeddedness of these social relations within worldwide historical relations, stretches beyond national borders. In particular, Ng sought to unpack the everyday, intertwined – exploitative and unjust – relations of class, race, and gender, and the ways these unjust relations are articulated through migration and citizenship. This contribution situates the reception and uneven uptake of Ng’s varied work before critically analysing her contributions to understanding (1) immigrant women’s labour in Canada, (2) the complex racialized, gendered relations of power in the academy, and (3) the liberatory potential of embodied epistemologies, specifically Qi Gong meditation. In the conclusions, I consider the overall contributions and some contradictions of her work, in moving from the local to the global, and from the personal to the political.
Feminist Politics in the Age of Recognition: A Two-Dimensional Approach to Gender Justice
Authors: Fraser Nancy
Published: August 2017

In the course of the last thirty years, feminist theories of gender have shifted from quasi-Marxist, labor-centered conceptions to putatively “post-Marxist”culture- and identity-based conceptions. Reflecting a broader political move from redistribution to recognition, this shift has been double-edged. On the one hand, it has broadened feminist politics to encompass legitimate issues of representation, identity, and difference. Yet, in the context of an ascendant neoliberalism, feminist struggles for recognition may be serving to less to enrich struggles for redistribution than to displace the latter. I aim to resist that trend. In this essay, I propose an analysis of gender that is broad enough to house the full range of feminist concerns, those central to the old socialist-feminism as well as those rooted in the cultural turn. I also propose a correspondingly broad conception of justice, capable of encompassing both distribution and recognition, and a non-identitarian account of recognition, capable of synergizing with redistribution. I conclude by examining some practical problems that arise when we try to envision institutional reforms that could redress gender maldistribution and gender misrecognition simultaneously.
Reforming Social Justice in Neoliberal Times
Authors: Brodie Janine M
Published: August 2017

This article unfolds in three stages. First, it locates the emergence of modern conceptions of social justice in industrializing Europe, and especially in the discovery of the “social,” which provided a particular idiom for the liberal democratic politics for most of the twentieth century. Second, the article links this particular conception of the social to the political rationalities of the postwar welfare state and the identity of the social citizen. Finally, the article discusses the myriad ways in which this legacy of the social and social justice has been disrupted, although not yet fully displaced, by the economic orthodoxies and individualization that inform the contemporary neoliberal governing project in Canada. The result, the article concludes, has been the institutionalization of insecurity, which demands the renewal of a social way of seeing and a politics of social justice on local and global scales.
Epistemologies of Discomfort: What Military-Family Anti-War Activists Can Teach Us About Knoweldge of Violence
Authors: Stone-Mediatore Shari
Published: August 2017

This paper extends feminist critiques of epistemic authority by examining their particular relevance in contexts of institutionalized violence. By reading feminist criticism of "experts" together with theories of institutionalized violence, I argue that typical expert modes of thinking are incapable of rigorous knowledge of institutionalized violence because such knowledge requires a distinctive kind of thinking-within-discomfort for which conventionally trained experts are ill-suited. I turn to a newly active group of epistemic agents-anti-war relatives of soldiers-to examine the role that undervalued epistemic traits can play in knowledge of war and other forms of structural violence.
Rights with Capabilities: Towards a Social Justice Framework for Migrant Activism
Authors: Briones Leah
Published: August 2017

The paradigm of rights, established throughout the academic, policy and migrant activism arenas, governs the protection of vulnerable migrant workers against abuse. To what extent this approach has achieved social justice for the migrant worker in the current global political economy climate is, however, uncertain. In analyzing the use of rights in migrant activism in Hong Kong, this paper shows the limitation of rights  in the migrant experience at the same time as it shows how a new paradigm based on the Capablities Approach could provide a more appropriate framework from which to achieve social justice for the migrant worker.
Toronto Civic Workers Bargaining Without a Base: The Significance of 2012
Authors: Fanelli Carlo
Published: August 2017

This article explores how the politics and economics of austerity has influenced collective bargaining between the CUPE Locals 79/416 and the city of Toronto. I explore the relationship between neoliberalism and workplace precarity, drawing attention to the importance of the municipal public sector to trade unionism and the political potential of urbanized Left-labour radicalism. Following this, I provide an overview of the repeated attempts by City Council to extract concessions from unionized workers with a focus on the concession-filled 2012 round of bargaining and its relationship to earlier rounds. In what follows I discuss the implications of austerity bargaining for Locals 79 and 416 members, drawing attention to the repercussions this may have for other public sector workers. To conclude, I propose an alternative political strategy for municipal public sector unions, stressing the importance of a radicalized labour approach. It is my contention that this requires the development of both alternative policies and an alternative politics rooted in demands for workplace democracy and social justice.
Scholarship as Cultural Production in the Neoliberal University: Working Within and Against ‘Deliverables’
Authors: Luka Mary Elizabeth , Harvey Alison , Hogan Mél , Shepherd Tamara , Zeffiro Andrea
Published: August 2017

This article focuses on the idea of scholarly work as cultural production to help understand how the tensions of precarious, early-career academic employment are articulated on a day-to-day basis in the context of pressures to efficiently produce monetizable ‘deliverables.’ Using a political economy of communication framework and an iterative methodological approach, the authors mobilize examples drawn from a collaborative set of activities they undertook as part of a broader research group of emerging Canadian scholars working in different international contexts between 2012 and 2015. The research conversation began in academic roundtables in 2013, and was furthered through a content analysis of articles collected from scholarly and general interest blog posts, newsletters, and magazines published online from July 2012 to April 2014. In this article, the authors explore emerging themes and document pressures to conform to neoliberal practices within the corporatized university, as well as suggest pathways for dissent and reinvention of academic labour.
Between the Managerial and the Democratic University: Governance Structure and Academic Freedom as Sites of Political Struggle
Authors: Giroux Dalie , Karmis Dimitrios , Rouillard Christian
Published: August 2017

In this article we argue that the university cannot fully contribute to democratic life without being both an institution whose governance is collegial and based on principles of equality, equity, inclusion, transparency, and accountability, and a vector of critical thinking closely linked to academic freedom. Based on this understanding of the ‘democratic university,’ we seek to highlight some of the key tensions between the ‘managerial university’ and the democratic university, as reflected in institutional structures, regulations, legal frameworks, and principles. In order to achieve this objective, we identify two sites of political struggles from which it is possible to examine the interaction between a managerial and a democratic conception and practice of the university. The first of these sites is the bicameral governing structure, membership, rules, and regulations of the University of Ottawa. The second site is academic freedom in Canada, which we will discuss by comparing the Canadian Association of University Teachers’ (CAUT) Statement on Academic Freedom (CAUT, 2011) with the Association of Universities and Colleges of Canada’s (AUCC) Statement on Academic Freedom (AUCC, 2011). By stressing the necessary link and positive relationship between democratic governance and academic freedom, the article offers a normative evaluation of the impact the managerial reengineering of Canadian universities has had on the possibility and practice of a more democratic university.
Foenkinos, David. Les souvenirs
Authors: Chiasson Herménégilde
Published: August 2017

Foenkinos, David. Les souvenirs
White, Anne-Marie. Ecume
Authors: Parayre Catherine
Published: August 2017

White, Anne-Marie. Ecume
Altérité et inclusion. Du corps propre au corps social en classe de langue : emprunts à la danse contemporaine
Authors: Muller-Jaecki Marie-Paule
Published: August 2017

La classe de langue étrangère, par la transformation du corps propre qu’elle présuppose afin d’accéder à un nouveau corps social, place-t-elle l’élève en situation de handicap et génère-t-elle de la souffrance ? Est-il possible de l’éviter ? La réflexion menée part de l’observation d’expériences vécues en danse contemporaine autour de la création de performances incluant des danseurs en situation de handicap. L’analyse de la démarche pédagogique adoptée fait émerger des constantes qui contribuent à l’inclusion de chaque danseur. Elle peut être source d’inspiration pour l’enseignant afin de construire une dynamique d’apprentissage d’une langue étrangère où chaque élève se sente compétent.

Otherness and inclusion. What can contemporary dance bring to the foreign language class for learners to access a new social body?

The foreign language class implies a transformation of the learner’s own body in order to access a new social body. Does it thereby handicap pupils, generating suffering? Is it possible to avoid this? The following reflection starts from the observation of experiences in contemporary dance, related to the creation of performances including disabled dancers. The analysis of the pedagogy reveals constants which contribute to the inclusion of every dancer. It can inspire teachers in order to design a foreign language learning approach in which each pupil feels competent.
Théâtre en langue des signes, théâtre de l’altérité ? Sourds, entendants et interculturalité autour de l’International Visual Theatre
Authors: Schetrit Olivier , Schmitt Pierre
Published: August 2017

Fondé en 1976, l’IVT (International Visual Theatre) se définit aujourd’hui comme un carrefour culturel, un espace d’échanges et de découvertes pour les sourds et les entendants. De la recherche d’une culture théâtrale et artistique propre aux sourds à sa diffusion dans l’espace public, de la réception de ses spectacles bilingues à l’entreprise d’enseignement de la langue des signes poursuivie par l’IVT nous proposons ici d’étudier les allers retours complexes entre les altérités croisées que représentent respectivement les identités sourdes et entendantes. Ainsi, à partir du regard d’un chercheur sourd et celui d’un chercheur entendant, nous reviendrons d’une part sur le rôle de l’IVT dans la (re)découverte de l’identité sourde à travers des modes d’expression tels que théâtre, danse et chorégraphie sourds, « chansigne » et « musique visuelle ». D’autre part, nous réfléchirons aux enjeux communs entre la salle de spectacle et les salles de classe, ces deux facettes visant à la promotion de la langue des signes et de la culture sourde auprès des entendants. Il s’agira donc d’analyser et d’exposer comment l’appropriation de « l’espace vide » (Brook, 1968) de la scène par les sourds en a fait un espace (inter)culturel où l’apprentissage d’autres langues et cultures passe par la découverte de soi au travers des autres.

Sign Language Theatre, Theatre of the Other? Deaf, hearing and interculturality around the International Visual Theatre

Founded in 1976, the IVT (International Visual Theatre) is today defined as a cultural crossroads, a place of exchanges and discoveries for deaf and hearing people. From the search of a theatrical and artistic culture specific to the deaf to its distribution in the public space, from the reception of its bilingual shows to the teaching of sign language pursued by the IVT, we propose here to study the complex back and forth relations between the mirrored otherness that deaf and hearing identities represent to each other. Thus, from the point of views of a deaf researcher and a hearing researcher, on the one hand, we will explore the role of the IVT in the (re)discovery of deaf identity through modes of expression such as deaf theater, dance and choreography, “chansigne” and “visual music”. On the other hand, we will reflect on common issues between the stage and the classroom, these two facets aiming at promoting sign language and deaf culture among the hearing. We will then analyze and explain how the appropriation of the “empty space” (Brook, 1968) provided by the stage has turned it into a (inter) cultural space where learning other languages and cultures implies self-discovery through others.
Pour une pédagogie de la créativité en classe de langue : réflexion théorique et pratique sur la triade créativité, émotion, cognition
Authors: Puozzo Capron Isabelle
Published: August 2017

Contrairement à Beaudot (1973) qui réduisait la pédagogie de la créativité à la pensée divergente et aux tests de créativité, cet article propose un sens plus large, plus complexe et qui s’insère dans l’approche multivariée de Lubart (2003). Deux types de tâches créatives peuvent être élaborées : avec ou sans l’objet. Cet article présente uniquement la première qui consiste à faire produire aux élèves des objets créatifs, en lien avec l’apprentissage de la langue, que les élèves socialisent en classe. La créativité a pour but d’amener l’élève à réfléchir sur comment insérer le contenu disciplinaire dans l’objet créatif et comment ensuite construire, de manière pertinente, la production. Ainsi cet article illustre quelques fondements possibles d’une pédagogie de la créativité et montre en quoi elle agit sur la dimension émotionnelle comme variable facilitatrice et non perturbatrice de l’apprentissage. Pour conclure, une enquête qualitative, menée dans un lycée professionnel hôtelier en Italie, sera illustrée. À l’issue de la séquence d’apprentissage sur le texte descriptif, les élèves devaient réaliser un objet créatif qui accompagne la description d’un hôtel ou restaurant de leur rêve. L’Hypothèse de départ était de canaliser les émotions parasites de l’apprentissage par l’évocation d’émotions facilitatrices et d’améliorer ainsi la performance orale.

A pedagogy of creativity in language learning. Theoretical and practical reflection on the triad creativity, emotion, cognition

Abstract: Contrary to Beaudot (1973) who reduced the pedagogy of creativity to divergent thought and to the tests of creativity, this article proposes a more complex sense that fits into a multivariate approach to creativity of Lubart (2003). Two types of creative tasks can be elaborated: with or without an object. This article presents only the former, which consists in making creative objects, in connection with the language course, that the students socialize in the classroom. Students must think about how to insert the disciplinary contents into the creative object and then how to build their texts in a relevant way. This paper illustrates some possible foundations of pedagogy of creativity and the role of emotion as a variable that enables and does not disable learning. To conclude, a qualitative survey, led in a vocational school in Italy, will be illustrated. After the descriptive text learning, the students had to produce a creative object as a medium accompanying their description of a hotel or restaurant of their dreams. The hypothesis was to channel parasite emotions of the learning by the evocation of enabling emotions and thus improve the oral performance.
La pédagogie des langues-cultures comme science et comme art ; Homo sapiens, faber, loquens, ludens : l’intérité humaine
Authors: Demorgon Jacques
Published: August 2017

L’attitude la plus courante est de séparer les techniques, les sciences, les arts et les langues. Malheureusement, en perdant de vue leur origine commune, nous perdons les moyens de les associer dans nos apprentissages et nos pédagogies. Ceux-ci et celles-ci doivent se fonder dans l’intérité humaine. Cela rend nécessaire des références anthropologiques aux adaptations humaines et des références géo-historiques à leurs développements conjoints. C’est sur ces bases que sciences et arts pédagogiques vont permettre les échanges appropriés entre les personnes singulières en interaction dans et hors du groupe classe. Cette nouvelle pédagogie des langues-cultures les situe dans une humanité en devenir ouvert : concurrentiel, conflictuel, complémentaire. Elle pourra mieux se comprendre et se renforcer à partir d’œuvres comme celles de Giorgio Agamben, de François Jullien et d’Henri Van Lier.

The pedagogy of languages as science and as art

Homo sapiens, faber, loquens, ludens: The human interity

Abstract: The most common attitude consists in separating techniques, sciences, arts and languages. Unfortunately, by losing sight of their common origin, we lose the means of associating them in our learning processes and our teaching practices. These have to base themselves in human “interity” (between-ness). It makes anthropological references necessary to human adaptation and historical and geographical references to their joint developments. It is on these bases that sciences and educational arts are going to allow the appropriate exchanges between the singular persons in interaction in and outside the class. This new pedagogy of the languages-cultures places them in a humanity in progress: competitive, conflicting, and complementary. It can be better understood and reinforced with works as those of Giorgio Agamben, François Jullien and Henri Van Lier.
Le blanc et le noir : représentation antinomique de la mère
Authors: Cousineau Sophie
Published: August 2017

En 2012, un projet d’ateliers d’écriture en milieu carcéral et communautaire prend forme grâce à une collaboration entre des membres de l’AAOF (Association des auteurs et des auteures de l’Ontario français) et Sylvie Frigon, professeure au département de criminologie à l’Université d’Ottawa. Le projet se traduit par près de deux-cents textes. Malgré la diversité des thèmes au niveau du fond et de la forme, certains récits issus des ateliers à Élizabeth Fry (Gatineau), Les Baumettes (Marseille), Les Impatients (Montréal) et La rue des Femmes (Montréal) sont traversés par un rapport antithétique à la mère. En fait, à l’intérieur de ce lieu commun, un registre négatif et un registre positif cohabitent parfois dans un même texte. D’une part, la mère est source de haine, d’annihilation ou de rejet. D’autre part, elle est édifiée en tant qu’objet d’amour inconditionnel, de maternité et de douceur.
Gaboury-Diallo, Lise. Confessions sans pénitence
Authors: Falq Armand
Published: August 2017

compte rendu
Vallée, Danièle et Suzon Demers. Sous la jupe
Authors: Falq Armand
Published: August 2017

compte rendu
La France dans l’œuvre de Magali Michelet
Authors: Rao Sathya
Published: August 2017

Cet article s’intéresse à l’œuvre de Marie Louise (alias Magali) Michelet, écrivaine méconnue d’origine française qui a vécu une quinzaine d’années dans l’Ouest canadien. Auteure de plusieurs pièces de théâtre et d’un roman épistolaire, Michelet a également tenu la barre de la rubrique féminine de l’hebdomadaire francophone Le Courrier de l’Ouest. Dans le cadre de cet article, nous montrerons que la France occupe une place de choix dans l’œuvre polymorphe de Michelet. Plus exactement, nous nous attacherons à la fois à mieux comprendre la nature cette place, mais aussi à saisir la relation que Michelet noue avec sa terre d’adoption, à savoir le Canada.
Ronsard et la verve licencieuse
Authors: Ndong Sangoul
Published: August 2017

L’errance discursive définit le Discours des misères de ce temps et sa suite comme une nette expérience rhétorique du baroque. Cette œuvre est un pot-pourri de fragments épars où s’entrelacent description, affabulation, supplications et remontrances. Mais cet éclatement des registres ne signifie nullement que, contrairement à ses œuvres antérieures, Ronsard est sans art quand il écrit contre les guerres de religions : cette idée s’absout avec l’éloquence de la prédication, l’ironie ainsi que les jeux de contrastes frappants dirigés contre les réformés.

Summary : Wandering discursive defines the Discours des misères de ce temps and its sequel as a net experience baroque rhetoric. This work is a potpourri of scattered fragments intertwining description, fabrication, supplications and remonstrances. But this break records does not mean that, contrary to his earlier works, Ronsard is not art when he wrote against the religious wars: the idea is absolved with the eloquence of preaching, irony and games striking contrasts directed against the Protestants.
Français appliqué et culture (FAC) à l’Université de Thiès : un « bien nécessaire »
Authors: NIANG Hadja Maïmouna
Published: August 2017

L’usage du français dans les pays d’Afrique noire francophone qui détiennent un chapelet de langues locales se heurte à un problème d’adoption et d’adaptation par une bonne partie des populations. Dans le milieu scolaire et universitaire sénégalais, cette situation devient inquiétante du fait que presque toutes les disciplines sont transmises en français. La question pédagogique est de savoir si les apprenants comprennent la langue de l’apprentissage. Comment allier Français et culture pour une meilleure adoption et un bon usage du français par les apprenants.
Henrie, Maurice. Aveux et confidences
Authors: Falq Armand
Published: August 2017

compte rendu. Henrie, Maurice. Aveux et confidences
Emotions et agressivité verbale : l’impolitesse volcanique et l’impolitesse affective stratégique
Authors: Oprea Alina
Published: August 2017

Prenant comme cadre théorique l’analyse du discours, le présent article interroge le rapport entre émotion(s) et agressivité verbale à travers l’analyse de l’impolitesse volcanique et l’impolitesse affective stratégique. Partant du postulat que ces manifestations de l’impolitesse supposent une gestion et une manipulation différentes des émotions, ma démarche est ici double : il s’agit de dégager le fonctionnement des émotions dans un corpus médiatique (séquences extraites de talk-shows télévisés) et de mettre en parallèle les deux formes de violence verbale.

En effet, l’analyse du corpus montre que l’impolitesse volcanique et l’impolitesse affective stratégique se ressemblent de par leur forme mais se distinguent de par leur temporalité, leur spontanéité et sincérité, et surtout de par la mise en scène complexe qui accompagne cette dernière et qui met en place trois portraits (héros, antihéros, victime) et trois discours (dénonciation d’une injustice, accusation, victimisation).

Emotions and verbal violence: volcanic impoliteness and strategic affective impoliteness

Taking the Discourse Analysis as the theoretical framework, the present article explores the relations between emotion(s) and verbal violence through the analysis of volcanic impoliteness and strategic affective impoliteness. Starting from the premise that each of these manifestations of impoliteness implies a different type of management and manipulation of emotions, my approach will be twofold: I will try to bring out the functioning of emotions in my corpus (composed of several extracts of TV talk-shows) and to compare the two forms of verbal violence.

Indeed, the analysis of my corpus shows that, although volcanic and affective strategic impoliteness may have the same form, they differ with regard to their temporality, to they spontaneity and sincerity, and especially to their mise en scène: the complex mise en scène of the latter provides three portraits (the hero, the antihero and the victim) and three speeches (denunciation of some sort of injustice, accusation, victimization).
La politique des émotions suscitées par la formalisation esthétique de la photographie de Sebastião Salgado
Authors: Machado Katia
Published: August 2017

Sebastião Salgado est sans doute l’un des photographes les plus renommés du photoreportage contemporain. L’un des effets produits par la formalisation esthétique de sa photographie est l’émotion. Certains critiques qui s’opposent à l’approche discursive du photographe considèrent que cela empêche le spectateur de réfléchir sur la réalité représentée dans ses images. Le rôle des émotions dans le processus de réception de l’image est devenu une question très polémique (et peut-être la plus polémique) dans les débats qui jugent le caractère « bon » ou « mauvais » de la façon dont Salgado représente les personnes affectées par la souffrance sociale.

Politic of emotions: The photography of Salgado

Sebastião Salgado is one of the most famous photographers of the contemporary photojournalism. One of the effects produced by aesthetic formatting of his photography is the emotion. Some critics opposed to the discursive approach of the photographer consider that it prevents the Viewer to reflect on the reality represented in his images. The role of the emotions in the process of receiving the image has become a very polemical, and perhaps the most controversial, question laid on the table in the debates which consider the character « good » or « bad » in the Salgado’s way of representing people affected by social suffering.
Les émotions dans l’apprentissage de l’histoire : en quoi l’enseignement de l’histoire peut-il susciter les émotions négatives à l’école ?
Authors: Mutabazi Eric
Published: August 2017

« La nation qui ne sait d’où elle vient ne sait pas non plus où elle va ». Ces mots nous rappellent le rôle de l’histoire et son enseignement dans les différentes nations. En effet, l’histoire et son apprentissage permettent aux citoyens de connaître non seulement leur passé, mais aussi de transmettre la mémoire collective, de former l’esprit national et de développer une conscience politique commune. Cependant, dans les nations multiculturelles que connaissent le monde actuel, l’élaboration d’une même histoire nationale semble irréalisable voir même impensable, du fait que chaque groupe ethnique dispose d’un passé, d’une culture et de valeurs particuliers qu’il ne partage pas avec les autres groupes. Dans plusieurs pays multiethniques, l’accomplissement d’une histoire commune, la fabrication des manuels scolaires et l’enseignement de l’histoire nationale peuvent même provoquer des émotions de mépris, de haine, etc., entre les citoyens qui partagent pourtant la même nation. Dans cette contribution, nous verrons en quoi l’enseignement de l’histoire peut susciter les émotions négatives à l’école.

Emotions in the Teaching of History: To what Extent Can the Teaching of History Provoke Negative Emotions in Schools?

Abstract: “The nation that does not know where it comes from does not know where it is headed either.” These words remind us of the role of History and its teaching in different nations. Indeed, History and its teaching allow citizen not only to know their past but also to pass on collective memory, forge a national spirit and develop a collective political consciousness. However, in today’s world’s multicultural nations, producing a common national History seems an unachievable goal, if not unconceivable, since each ethnic group has its own past, its own culture and values which are not shared with other groups. In many countries that are multi-ethnic, attaining a common History, producing school books and teaching national History can even provoke such reactions as disdain, hate, etc., among citizen who otherwise belong to the same nation. In this study, we aim to show how the teaching of History can spark off such negative emotions in schools.
Transgressions d’immigrés pour l’accès à d’autres « places » dans la société
Authors: Zeroulou Zaïha
Published: August 2017

Prendre la décision d’émigrer est un acte de transgression qui implique des processus de rupture, de remise en cause des normes traditionnelles. L’émigration déclenche une dynamique de transgressions plurielles qui met en jeu les capacités à agir des immigrés pour s’émanciper du groupe d’origine et réaliser le rêve «d’une vie autre» ailleurs. S’appropriant l’héritage parental des «compétences d’émigration», les enfants s’inscrivent dans la continuité en refusant la «condition immigrée». Fortement diplômés, ils occupent des «places» socialement valorisées.

Immigrant transgression allowing access to other « roles » in society

Abstract: Deciding to emigrate is an act of transgression that involves breaking away and challenging traditional norms. Emigrating triggers a multiple transgressions dynamic that jeopardizes the immigrants' ability to cut off ties with their group of origin and to realize the dream of “another life” elsewhere. Children appropriate the parental legacy of “emigration skills” which they are perpetuating by refusing the “immigrant condition”. Highly qualified, they occupy socially valued “roles”.
Bock, Michel et François Charbonneau, dir. Le siècle du Règlement 17. Regards sur une crise scolaire et nationale
Authors: Jamme Eric
Published: August 2017

compte rendu
Beggar, Abderrahman. L’œil du chien
Authors: Camara El hadji
Published: August 2017

compte rendu
Editorial
Authors: Parayre Catherine
Published: August 2017

Editorial Voix plurielles 13.2 (2016)
Modalités d’écriture collaborative et didactique ludique : Les applications pédagogiques des « 24 heures du roman » dans les programmes du Français Langue Seconde
Authors: Lebrec Caroline
Published: August 2017

À l’occasion du quatre-centenaire de la présence francophone en Ontario, de nombreuses manifestations culturelles ont eu lieu au cours de l’année 2015. De ces événements sont restées des traces, notamment un livre « Sur les traces de Champlain : Un voyage extraordinaire en 24 tableaux », co-publié par la maison d’édition franco-ontarienne Prise de parole (2015) et l’association franco-ontarienne « L’Écriture en mouvement » ; cette dernière ayant également publié un jeu de cartes « Canada 1615 ».

Cette étude présente le projet des « 24 heures du roman », propose une analyse des modalités d'écriture collaborative dans le livre « Sur les traces de Champlain : Un voyage extraordinaire en 24 tableaux » et propose enfin une application pédagogique expérientielle des modalités d'écriture collaborative de « Canada 1615 », dans un cadre de didactique ludique. Cette séquence pédagogique a été mise en place dans le cadre des cafés-rencontre de la section française du Département d'études langagières à l’Université de Toronto à Mississauga.
Thaïs ou la sublimation d’Eros
Authors: Rosmarin Léonard
Published: August 2017

Avec son mélange singulier de sensualité et d’austérité, de religion et de paganisme, d’érotisme et de chasteté, le roman d’Anatole France, Thaïs, reflète l’ambiance fin de siècle dans laquelle l’auteur l’écrivit, à savoir, 1890. Le compositeur Jules Massenet et son librettiste, Louis Gallet furent fidèles au texte à leur façon quand ils en montèrent la version opératique du même nom quatre ans plus tard, mais à leur façon seulement, le théâtre lyrique ayant ses exigences propres impossibles à contourner.
La langue française et la recherche de l’autorité discursive : Les Hommes qui marchent (Les hommes) par Malika Mokeddem
Authors: Guei Sytius
Published: August 2017

Dans cet article, nous analysons la manière d’utiliser le français et les motivations de l’écrivaine algérienne Malika Mokeddem dans son oeuvre Les Hommes qui marchent. Nous avançons l’hypothèse qu’elle adopte une forme efficace de recherche d’autorité discursive, au sens de Ross Chambers. Pour vérifier ce postulat, nous nous servons de deux outils de la théorie de l’hétérolinguisme : Le xénisme et le pérégrinisme. Enfin, nous ajoutons un fait important que l’hétérolinguisme ne semble pas prendre en charge: le processus de l’intégration des réalités occidentales aux langues autochtones.
Une visite de la littérature narrative française au présent (1980/2007)
Authors: Blanckeman Bruno
Published: August 2017

On peut difficilement présenter la littérature française au présent sans prendre parti, en tant que lecteur,

professeur et critique, en tant qu’animal raisonnablement cultivé, ce que je tenterai de faire avec détermination

et circonspection. Détermination, s’il s’agit d’affirmer qu’il existe bel et bien aujourd’hui une littérature vivante

en France. Un discours convenu affirme pourtant volontiers le contraire. On stigmatise souvent, ici ou là, le

formalisme et le narcissisme des romans actuels, leur perte de liens avec l’histoire de leur temps, leur déficit

d’imaginaire. On fait parfois, là ou ici, de cette faillite le symptôme d’une déclin plus général, celui d’une culture

dont au regard de son prestige passé on déplore la mort en cours, tantôt avec les larmes d’Andromaque tantôt

avec celles d’un crocodile. Mais de quelles littératures, et de quels états de culture, parle-t-on au juste?
Entre l’exil et l’asile : l’inter-dit silencieux dans Le Pavillon des miroirs de Sergio Kokis
Authors: Urquhart Steven
Published: August 2017

Lorsqu’on parle du premier roman de Sergio Kokis, Le Pavillon des miroirs, on souligne à

juste titre le caractère autobiographique du roman manifeste par le va-et-vient narratif entre le

présent du narrateur/peintre au Québec et le souvenir de sa jeunesse au Brésil ainsi que les

enjeux de son exil et la nature vive et grotesque des images qui hantent son imagination.

Francine Bordeleau résume ce dernier aspect en disant que « les images sont puissantes,

l’écriture brûlante, et certains passages, paroxystiques atteignent une sorte de fureur. Kokis n’est

pas un tiède » (10). Cependant, on constate également au cours d’une analyse détaillée du roman

l’importance de la question du silence et la place considérable qu’il occupe dans la pensée du

narrateur.
Quand l’écriture c’est un tableau : La maison imaginaire chiriquienne
Authors: Martin Murielle
Published: August 2017

Dans cet article, il est question du peintre Giorgio de Chirico qui ne travaille pas seulement une surface à peindre mais « construit » des « lieux imaginaires » où tout évolue selon le parcours de recherche du texte narratif d'Hebdomeros. Il semble alors intéressant de croiser l'approche de la réalisation picturale de La Tour Rouge (1913) comme résultat littéraire et pictural de la Maison imaginaire de l'artiste.
Introduction
Authors: Calderon Jorge
Published: August 2017

Introduction
Xénototalité : l’utopie, l’uchronie et l’anticipation canadiennes-françaises et québécoises dans l’optique de l’allégorie nationale
Authors: Serruys Nicholas
Published: August 2017

La science-fiction canadienne-française et québécoise, genre romanesque dont la linéarité spatio-temporelle est

souvent éclatée, explore des considérations révisionnistes de l’histoire, des conceptualisations nouvelles du présent

et des « conjectures rationnelles » du futur. Elle dépasse le cadre des moeurs et des valeurs du vécu pour en

esquisser une pensée alternative au delà et en deçà des frontières empiriques, concevant et se concevant

autrement.
LA REPRÉSENTATION DU COUPLE DANS QUELQUES ROMANS QUÉBÉCOIS RÉCEN
Authors: Oore Irène
Published: August 2017

Nous avons entrepris d’examiner le couple dans une dizaine de romans écrits durant une décennie

(entre 1993 et 2003).
Bonnière, René. Sisyphe amoureux
Authors: Parayre Catherine
Published: August 2017

Bonnière, René. Sisyphe amoureux. Compte rendu
Sempervirens
Authors: Charlebois Eric
Published: August 2017

Création franco-ontarienne
Une étude comparative
Authors: Mansueto Claudia
Published: August 2017

comptes rendus, littératures africaines
Mazigh, Monia. Miroirs et mirages
Authors: Fournier Isabelle
Published: August 2017

Mazigh, Monia. Miroirs et mirages. Compte rendu
Apprendre à traverser les murs. La Cocinchine
Authors: Amprimoz Alexandre
Published: August 2017

Amprimoz, Alexandre. Poèmes