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Drawing on Bernstein's concept of recontextualization, this paper explores how mid-level actors interpret and translate curriculum policies in the context of growing concerns about the performance and accountability of education systems. Little is known about the work of recontextualization agents responsible for the professional development, support and control of teachers, uniquely positioned at the interface of policy and practice, and comparative perspectives are even scarcer. Based on empirical research in France and Canada (Quebec), this paper examines the work of pedagogic advisors and inspectors intervening at lower secondary school level. Data are drawn from interviews (n = 24) conducted in three mid-level school authorities. Our comparative analysis brings to the fore specific forms of recontextualization in each education system. In particular it shows important variations in the use of knowledge based on experience and observation and decontextualized knowledge drawing on research and statistical data. Agents also elaborate different discursive strategies projecting contrasting models of teaching. In both contexts, but to varying degrees, the rise of data and 'evidence' is reshaping the missions of mid-level actors, potentially eroding professional discretion and expertise. [ABSTRACT FROM AUTHOR]

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Analysing parties' media representations in the context of France's 2010 legal ban of Islamic facial coverings and Québec's (rejected) Charter of Values in 2013, this paper foregrounds the neglected role that party competition plays in shaping the construction of nationhood in public debates around immigrant religious practices. Our findings show that in these debates, political parties aim to maintain their distinct identities by generating a particular universalism, in which purportedly "universal" values, such as gender equality, are imbricated with particularistic images of nationhood. [ABSTRACT FROM AUTHOR]

This paper compares the response to the hijab in France, Quebec and the rest of Canada to explore the different political cultures of those three polities, the ideals behind them and the modes of repression and tolerance which give meaning to those cultures. More specifically, the paper compares the Stasi Commission in France with the Bouchard-Taylor Commission in Quebec in terms of both process and conclusions. What role do public commissions play in the education of the public against a background of educational institutions charged with that task? In asking that question, the paper explores the role of daily practices in realising that ideal. [ABSTRACT FROM AUTHOR]

Few empirical studies have examined the relationships between differing regulatory approaches and patterns of gambling behaviors. This article reports on a correlational cross-cultural comparison of differences in the regulatory approaches and gambling behavior among general adult populations in France and Québec, Canada. We drew data from two large population surveys conducted in France and Québec (N=27 653 and N=11 888, respectively). We found diverging and converging aspects of government regulatory policies. Statistical analyses demonstrated significantly higher participation rates and prevalence of 'assiduous gamblers' in Québec. In France, among assiduous gamblers, the proportion of moderate-risk and probable pathological gamblers is significantly higher. Future research should examine environmental conditions and varying gambling offerings, as well as gambling regulation, to determine their potential influence on gambling behaviors. [ABSTRACT FROM AUTHOR]

Objective The main objective of this pilot study is to compare the professional ethical thinking of Quebec pharmacy residents and French pharmacy interns. The secondary objective is to compare the professional ethical thinking of Quebec pharmacy residents and first year French pharmacy interns. Setting Hospital pharmacy residents from Quebec, Canada and pharmacy interns from France. Methods This is a cross-sectional, descriptive, web-based survey. Main outcome measure For this study, professional ethical thinking was defined as the level of agreement/disagreement with statements about pharmacy ethics/dilemmas. Results A total of 208 usable questionnaires were completed (response rate 91% in Quebec and 11% in France). There were no significant differences between Quebec residents and French interns for 29/43 items (67%). However, there were significant differences in their level of agreement with 14/43 items (33%) surveyed by our questionnaire. The differences related to the following themes: economic aspects (four statements), pharmaceutical care, code of ethics, evaluation, clinical research (two statements each) and training and education, dispensing medications (one statement each). There were statistically significant differences between the two groups in terms of exposure to ethics during academic training and experiential practice. There were significant statistical differences between the two groups of first year pharmacy respondents for 11 statements (26%), with only two out of 11 statements being different from those reported in the overall comparison. Conclusion Published data on the professional ethical thinking of pharmacy residents and interns remain limited. We believe the higher exposure of Quebec residents to ethics during academic courses and experiential/practical training may have contributed to a higher level of agreement with some ethical statements. [ABSTRACT FROM AUTHOR]

Decolonization's impact was by no means restricted to the Global South. It is impossible to understand developments in the Canada-Quebec-France triangle in the 1960s without referring to the discourse, ideas, and examples of anti-colonial resistance that marked international life after the Second World War. In addition to influencing the postwar development of France and Quebec, the decolonization phenomenon figured prominently in the process of rapprochement that developed between them in the post-1945 period. After discussing the global reach of decolonization, this article examines its impact on the Canada-Quebec-France triangle. Particular attention is paid to its intellectual and political consequences, notably the 'Quebec as colony' metaphor and the reimagining of France as a champion of decolonization. The intersection between these two ideas was crucial to the evolution of the France-Quebec relationship. [ABSTRACT FROM AUTHOR]

In the past few years, much attention has been accorded to the evident spread of anti-American sentiment throughout large parts of the world. In particular, there has been a focus upon what some have termed 'friendly fire' anti-Americanism, associated with opposition to American policy within the transatlantic community, made up as it is of US allies and friends. Within that community, anti-American orientations have of late appeared especially pronounced in a part of North America once regarded as being decidedly pro-American, namely the Canadian province of Quebec. The apparent emergence of 'lite' anti-Americanism within Quebec society poses some interesting questions, none perhaps of more salience for transatlantic studies than the potential creation of a transnational epistemic community linking France and Quebec. This article seeks to determine whether, and to what extent, the recent change in Quebeckers' attitudes toward the United States might testify to the existence of a 'French connection'. [ABSTRACT FROM AUTHOR]

This study compares the conditions of emergent literacy in French and Québécois settings. We first consider the curricula and the objectives set in both countries from the last year of kindergarten to the end of the second year of primary school. Then we present a didactic tool widely used in the two countries. A common grid used to compare these teaching supports analyses the linguistic structures and the semantic and cultural properties of the texts used in reading classes. Finally, we present a comparison of the reading and writing activities proposed in different sets of pedagogical tools. These comparisons allow us to identify some common and divergent points in the teaching of the written language within French and Québécois institutional frameworks. [ABSTRACT FROM AUTHOR]