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Literacy holds very little positive meaning or experience for Maori and indigenous peoples. It has, instead, played a significant role in the breakdown of rich and cherished ancestral ways of life. This has resulted in a general, intergenerational resistance to literacy participation among adult Maori. Research findings reveal the nexus between literacy, colonialism and imperialism. This critical link is the key determinant of significantly high levels of adult Maori dis-engagement with literacy. Yet, research has also found that adult Maori willingly engage with literacy when it is grounded within a fundamental aspiration of indigenous peoples: to live our ancestral heritage and pass it on to future generations in its full richness and vitality. These insights challenge the neo-liberal values that dominate international and national adult literacy policy. Maori and indigenous peoples' resistance to literacy participation is not an outright rejection of literacy. They seek, instead, to engage in literacy practice in self-determining ways that restore and strengthen, rather than deny, their ancestral heritage within day-to-day whanau life. Incorporating this aspiration into tertiary literacy policy would shift it away from a position of entrenched neocolonialism, towards truly post-colonial approaches that promote pluralistic, mutually respectful relationships with Maori and indigenous peoples.

Memorial markers (statues, street names, monuments, commemorations, etc.) are everywhere in Brussels, and reflect the ideological and political values of their time. Their acceptance – which has naturally evolved over time – has often led to protests. Today, these protests focus mainly on the colonialist, racist or sexist representations conveyed by these markers in the public space. This synopsis presents the main features of the memorial landscape in Brussels since 1830 and proposes a typology of intervention strategies in the face of controversial markers, according to two main lines: the place of intervention and the visibility given to the protest. Based on an analysis of interviews, focus groups, seminars and the press, this typology identifies six strategies, ranging from maintaining the status quo to the removal of the marker. The analysis of each is illustrated by examples and arguments drawn from the body of information regarding Brussels. The study is aimed both at researchers in the field of memorial studies and political decision-makers faced with the management of a controversial marker.

Abstract: Based on a corpus of texts and archaeological sites, as well as on an analysis of trade networks, this article aims to provide an initial assessment of the question of roofing materials in Brussels at the end of the Middle Ages (13th-16th centuries). It demonstrates the importance of the material triad of thatch, tile and slate, and sheds light on their contrasting development over the period, both in the city and in its immediate hinterland. It also attempts to sketch out the specific socio-economic features of the use of slate. It draws up an inventory of the gaps and grey areas that remain to be explored. Its ambition is above all to serve as a basis for further research, necessary to improve the still partial state of knowledge.

Copyright of Actualités Pharmaceutiques is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

L'objectif de cet article consiste à présenter l'analyse historique et épistémologique des différents courants psychologiques à l'origine de la création des épreuves projectives de jeu durant le XXe siècle en Europe. L'analyse psychodynamique des mobiles du jeu chez l'enfant, leurs traces chez l'adolescent et l'adulte permettent d'étudier les différents modes d'appréhension de l'analyse du jeu selon les créateurs. La mise au jour des liens entre les différents créateurs et chercheurs est examinée à partir du socle commun, le jeu, avec ses différences de traitements et de mises en œuvre. L'apport pour chacune des versions des épreuves de jeu est consigné dans l'analyse de la diversification des méthodes. Les résultats obtenus par cette recherche historique et épistémologique des épreuves de jeu attestent de l'hétérogénéité des théories des créateurs. Néanmoins, ces épreuves conservent des buts communs centrés sur le mode de traitement spatial des constructions, la projection de la qualité de l'image du corps et des représentations de l'inconscient enfouies chez chacun. Les traces mnésiques des traumatismes sont peu analysées à partir des processus de jeu bien que la construction du jeu et les récits associés en livrent des traces. Les recherches actuelles concernant l'autisme et le grand âge en traduisent des approfondissements. L'éclairage apporté par cette étude historique et épistémologique contribue à préciser l'évolution de l'analyse des épreuves de jeu centrée sur l'étude de l'investissement de l'espace et du temps. Penser les dispositifs diagnostiques et thérapeutiques pertinents à partir de cet éclairage augure de futures recherches. The objective of this article consists in presenting the historical and epistemological analysis of the various psychological currents at the origin of the creation of the various play-based projective tests during the 20th century in Europe. The historical and conceptual sources of these proofs being fragmentary, an analysis of the archives proved necessary in order to grasp the nature of their differences and their common elements. The psychodynamic analysis of the child's motives for playing, along with their traces in the adolescent and in the adult, make it possible to think about the different modes of apprehension of the analysis of play according to the tests' creators. The different objectives of these creators are analyzed in order to perceive the theoretical background that motivated their creations. The presentation of the Scenotest to autistic children and the various interpretative possibilities led me to return to the historical sources of the different contexts of the creation of play-based tests: The World Test, The Village Test, The Imaginary Village Test, The Scenotest. The quest for expression through play is constantly questioned according to different concepts in order to access humans' modes of psychic and perceptual functioning. However, we can observe common elements in the approach to the investment of space and time, which we propose to analyze. The updating of the links between the various creators and researchers leads to an examination of a shared foundation for the various play-based projective tests under discussion, differences in treatment of the material, as well as their implementation. The contribution for each version of the play tests is recorded in the analysis of the diversification of methods. The results attest to a common goal centered on the spatial treatment of constructions and what they reveal of the unconscious of each one as well as their links to the collective. Admittedly, research projects take on different colors depending on the creators. There is no shared method: each creator deploys his personal method of analyzing the creation of individual and collective living spaces, circulation spaces. However, we have grouped together several common elements: - None of the test creators make a link with Freudian infantile sexuality. - The focus is on the action of the game, which is used to decipher the qualities of constructions, even strategies to distribute the constructions. - The observation and analysis of the modes of projection of spatial representations are common. However, the motor expression of affect is not noted as an index of psychic economy. The qualities of the affects present in the modes of assembly of the constructions, from the child to the adult, are not analyzed. - The superposition of the diagnostic and therapeutic approach is one of the common elements; the same tools are used in different settings. - No creator mentions the quality of the environment and the major traumatic upheavals, as well as their traces, to which the population was subjected during this period of the 20th century. Jung's works are frequently quoted and taken up as a basis for reflections in these two frameworks; the influence of Jungian theories appears relatively extensive at this time. The memory traces left by the traumas linked to the two World Wars are little taken into account among populations who were exposed to their damage, although the games reveal traces of it. Current research on autism and old age reflects ongoing in-depth studies. A reflection comes up several times in the writings of G. von Staabs that also crosses the two fields concerned by the Scenotest, that of psychotherapy and diagnostic investigation. The reference to construction is interesting to remember, in this period of destruction of the environment; on the contrary, the game and the analysis of its free associativity in children are left in the shadows. The work of Monika Boekholt concerning the Scenotest has made it possible to present a new method of interpreting acting processes by favoring the analysis of the different modes of representation of the body in thought, from perceptual sensory traces to the work of primary and secondary identifications. During our research with children and adolescents with autism using the Scenotest, we were surprised by the attention paid by the patients to the elements to be built which, are immediately invested in building a double bottom and/or reinforcing the edges of the playing area. This historical study sheds light on the new fields of epistemological and therapeutic research, which could be useful in designing relevant diagnostic and therapeutic devices. [ABSTRACT FROM AUTHOR]

A clinical research device, the "Creation of History" workshop was set up in schools in São Paulo, Brazil, with migrant children aged 6 to 10. This workshop allows these children to retrace their migratory history with the help of a family album, based on the construction of the space-time dimension present in their interpretation of their drawings., (Copyright © 2020. Published by Elsevier Masson SAS.)

This paper presents two separate and contrasting "opinion pieces" on the subject of multiple intelligence. Over the past few years, James Delisle has become more and more bold in his attacks on Howard Gardner's theory of Multiple Intelligences (MI) and Joseph Renzulli's Schoolwide Enrichment Model (SEM). He has made numerous presentations at state and national conferences and written articles claiming that Gardner and Renzulli have advocated that all children are gifted and that services to identify gifted children have been diluted or eliminated as a result. Thus, Terri Bawden challenges Delisle to provide a single reference to substantiate his claim that Renzulli says one must produce a product to be gifted. Rather, Renzulli's programming model emphasizes product development and service-oriented activities as "vehicles" through which gifts and talents are manifested and nurtured. Bawden states that Delisle's strong accusations and misrepresentations are simplistic and naive. Perhaps some school districts have misinterpreted these theories and implemented them poorly, but these esteemed scholars should not be blamed for the trivialization of their ideas. In contrast, James R. Delisle states that Bawden presents a weak rebuttal to his views that is more defensive in tone than it is instructive, providing little depth and even less original analysis. He states that it is fine to champion Bawden's beliefs, but to be blind sighted by the ideas that SEM practices or MI theory can compensate for the lack of a definable, separate gifted program is preposterous, naive, simplistic, and groundless. Bawden should realize that MI and SEM are partial solutions to the full-time issue of how to serve the intellectual and emotional needs of children whose abilities and insights far surpass the typical.

Henri de Lubac et Michel de Certeau. Le debat entre theologie et sciences humaines au regard de la mystique et de l'histoire. By Carlos Alvarez. [Cogitado fidei, 321.] (Paris: Les [...]

This article intends to explore the reciprocal influence between History and TV series through a close reading of When We Rise (ABC, 2017), a mini-series which deals with fifty years of LGBTQ activism in the United States. It aims to show that the series goes beyond a mere representation of the unknown – if not untold – history of the struggle for LGBTQ rights, in the way it questions the neutrality of the historian, the credibility of his or her sources, and the validity of interpretations based on archives that are always incomplete. As such, When We Rise presents itself as an alternative, queer history made by and for those who lived through it, displaying an acute awareness of the struggles yet to come.

David Koussens, Jean-Francois Laniel et Jean-Philippe Perreault, dir., Etudier la religion au Quebec: regards d'ici et d'ailleurs, Quebec, Presses de l'Universite Laval, 2020, xi, 677 p. 59 $ Depuis sa [...]

Drawing on the records of an “alcoholism counselling service” launched in the 13th arrondissement of Paris in 1954, this article studies how social work became part of the new scope of psychiatric care for alcohol addiction, at a time when new medical cures were becoming available. The content and structure of patient records, which we analyse in comparison with papers from medical and social work journals, provide an insight into the day-to-day tasks of the social workers, who worked as closely as possible with alcoholic patients and their families. The article shows that the action of the social worker, which became central, although subordinated to that of psychiatric medicine, took on a psychotherapeutic dimension and was characterised by the need to gain the patient’s trust and ensure their adherence to treatment, thus marking a clear inflection in the relationship with beneficiaries. However, social work was still characterised by its constitutive ambiguity; its control and surveillance functions created difficulties, misunderstandings and disputes with the patients and their relatives.

Copyright of Recherches Sociographiques is the property of Recherches Sociographiques and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the context of a research program dedicated to the automatic vectorisation of ancient cartographic documents, the authors examine maps as combinations of conventional symbols representing reality in a partial and biased way. After a detailed examination of the problems raised by the interpretation of documents and of the ambiguities they might contain, the authors consider the categorisation of the data as a crucial point and propose a multi-scalar and inter-scalar approach to facilitate their investigation.

Catherine Foisy, Au risque de la conversion. L'experience quebecoise de la mission au XXe siecle (1945-1980), Montreal et Kingston, McGill-Queen's University Press, 2017, 344 p. Avec ses milliers de missionnaires [...]

Abstract: The decree Perfecta Caritatis, signed on October 28, 1965, requires that the religious habit be appropriate to the requirements of the apostolate. Even if it continues to be viewed [...]

Abstract: In the early nineteenth century, the influence of Protestant dogma was still pervasive in many English-language classical schools in Lower Canada. Educational contents were still infused with Christian morality [...]

Copyright of Intercâmbio is the property of Universidade do Porto, Faculdade de Letras and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents the use of the various digital tools offered by the Oronce Fine platform to contextualise and reconstruct the inquiry carried out by the Volunteers of Tianjin (China), a collective inquiry aimed at identifying the historical, architectural or political value of the city’s buildings suddenly threatened with destruction. The use of a geographic information system, first of all, has made it possible to collect and preserve old maps in a durable manner, to georeference, annotate and develop linked metadata layers. In addition, the digital exhibition of photographs and postcards has contributed to the access and preservation of rich data for the social sciences. Finally, the publication of multimedia narratives aims to allow users of the site to explore the complexity and innovation of the Volunteers’ inquiry.

Cet article traite d'une étude réalisée auprès de professionnels de l'enseignement et de parents d'élèves issus de l'immigration récente afin de faire l'état des lieux sur les défis qu'ils rencontrent relativement à l'intégration scolaire des enfants de ces derniers dans les écoles francophones de la Nouvelle-Écosse. Pour ces parents, la réussite scolaire de leurs enfants est vue comme le succès d'une décision migratoire. Mais, dans certaines circonstances, ces rêves semblent difficilement réalisables à cause de certains obstacles. Cette étude qualitative de type exploratoire, réalisée auprès de vingt personnes dont les parents d'élèves récemment immigrés, les enseignants, les intervenants scolaires et les directeurs d'école, vise à explorer les pistes possibles de solutions aux défis auxquels font face ces acteurs éducatifs. Les résultats de cette étude ont permis de formuler des recommandations au Conseil Scolaire Acadien Provincial de la grande région métropolitaine d'Halifax afin de faciliter la réussite scolaire des élèves concernés. Mots-clés : Élèves immigrants, intégration scolaire, milieu minoritaire, immigration. The goal of this article is to present results of an inquiry concerning the existing challenges regarding the integration of students who have recently arrived in Canada, and more specifically, in the francophone schools of the Greater Halifax Area, Nova Scotia. Recent immigrant parents often see the educational achievement of their children as a sign of a successful migratory decision. However, there seems to be a certain number of obstacles preventing them from achieving their objectives. This exploratory study of 20 education stakeholders, including parents of recently arrived students, teachers, school partners, and school principals, uses qualitative data in order to reveal potential solutions to the issues encountered in this particular setting. The study allows us to make recommendations to the Conseil Scolaire Acadien Provincial de la grande région métropolitaine d'Halifax in order to facilitate the educational integration and achievement of the students concerned. Keywords: Immigrant students, educational integration, minority milieu, immigration., INTRODUCTION Depuis des années, le Canada accueille des immigrants venus de différents horizons. Ces flux migratoires ont eu un impact non négligeable dans les milieux scolaires du pays. L'école vit [...]

Yvan Lamonde, Emerson, Thoreau et Brownson au Quebec : elements pour une comparaison des milieux intellectuels en Nouvelle-Angleterre et au Bas-Canada (1830-1860), Quebec, Presses de l'Universite Lavai, 2018, 148 p. [...]