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Sociologists have studied the causes and consequences of collectively blaming and negatively portraying Muslims, but less attention has been paid to how collective blaming and negative descriptions affect researchers' categorisations of such vilified groups. Drawing on 22 months of fieldwork with Muslim men in Norway, I elucidate how racialisation can influence interactions in field research when studying a controversial subject with a racialised group. I identify three patterns in which racialisation affects field interactions: accepting a racialising view, defending the racialised group and developing a shared story between a researcher and participants. I argue that, in this case, desires to present positive views of Islam and Muslims, attempts to distance oneself from religious extremism and attempts to categorise radicalised Muslims as neither Norwegians nor Muslims illustrate racialisation's influence. My findings suggest that racialised understandings enter field interactions but remain opaque unless the researcher reflects upon their own and participants' positionality and membership in a racialised group. I conclude that shared experiences of racialisation between a researcher and the participants deepen the researcher's understanding while limiting enquiry. [ABSTRACT FROM AUTHOR]

Copyright of Leisure/Loisir: Journal of the Canadian Association for Leisure Studies is the property of Routledge 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 is a reflexive analysis of the translation of a contemporary novel, Jakob Guanzon's Abundance. It deals with the translation of orality, seeking to avoid normalization and caricature, as well as with the characterization of the main protagonists through their use of language. It shows how the theoretical framework of discourse analysis contributed to the translation process, especially when it came to tackling the issues of interdis-cursivity and circulation of professional and commercial discourses. [ABSTRACT FROM AUTHOR]

Face à l’augmentation des risques climatiques mis en évidence depuis plusieurs décennies dans les rapports du GIEC et les médias, le Collège des transitions sociétales-CTS favorise l’engagement en partageant une culture sur les enjeux sociétaux. Proposant de sortir du formatage médiatique, CTS expérimente une démarche de coopération et des actions pilotes pour tenter d’accélérer les transitions. Nous avons suivi leur programme d’action-recherche entre fin 2021 et l’été 2023, caméra « au poing ». Cette étude empirique met en lumière plusieurs pistes d’analyse : la volonté de faire vivre des espaces de délibération comme leviers d’action nécessaires aux transitions avec une démarche réflexive ; l’émergence du film de recherche comme forme alternative et complémentaire aux médias ; la possibilité, pour les chercheurs en SIC, de participer à une médiation transformatrice qui « prend appui sur un dispositif hybride composé d’objets communicants et auquel l’intervention humaine donne une épaisseur sociale à la communication » (Caune, 1999)

La discipline civilisation, établie il y a plus de cinquante années, peine toujours à fonder sa légitimité. Plutôt que d’invalider son existence, ce constat peut mener à penser qu’elle résiste bien, dans la durée, à des forces contraires. Longtemps sous la coupe de la discipline littéraire dans les départements de langue, elle s’est centrée au départ sur des études thématiques sur les pays étrangers puis a revendiqué une assise plus complète dans le cadre des études « aréales » qui ont ouvert la voie à des études comparatives.

This paper argues that through reflexive examination of positions of betweenness in research relationships, insights are gathered that help to understand and address the often-contested research spaces in refugee and forced migration research. Following the completion of a research project with Syrian male refugees in the Netherlands, I investigate how multiple identities and shifting social positions impact research relationships, ethical considerations and knowledge production. Over time, the Syrian men and I occupy various positions due to the intersections of gender, generation, religion, ethnicity and migration status, shifting emphasis between similarities and differences. I show that a focus on positions of betweenness within these relationships may lead to sites of trust and solidarity, mutual acts of support and care, and insights into mutual vulnerability. As a result, the paper first highlights positions of betweenness as a strategy to develop ethical research practices by speaking to wider contexts of social and cultural inequalities and to momentarily transfer some of the power in the research process to participants. Second, the paper demonstrates that novel insights into the dynamic and messy nature of refugees' everyday lives are gained as insights into betweenness allow both the 'normal' and the 'vulnerable' to surface. [ABSTRACT FROM AUTHOR]

Copyright of Revue Française de Gestion is the property of John Libbey Eurotext Ltd. 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.)

Copyright of Leisure/Loisir: Journal of the Canadian Association for Leisure Studies is the property of Routledge 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.)

Copyright of Society & Leisure / Loisir & Société is the property of Taylor & Francis Ltd 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.)

Copyright of Society & Leisure / Loisir & Société is the property of Taylor & Francis Ltd 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.)

Context: The involvement of patients as full partners in various domains of health care is transforming the organization of the health system. In medical education, the involvement of patient partners is deemed to bring real benefits to students' learning. However, this practice is still new and under-researched. Objective: This study aims to evaluate the effect of patient involvement on students' reflexivity in an undergraduate medical course. Methods: We conducted a pre-post quasi-experimental study targeting first-year medical students at Laval University. The intervention consisted of involving patient-trainers in a series of 5 course discussion workshops. Student reflexivity was assessed by comparing pre- and post-intervention scores using a self-administered questionnaire with a reflexivity measure. Results: One hundred and forty-four students participated in the study. The results show a non-significant difference in the variation of reflexivity scores over time (2.73 [−1.47; 6.93], scale from 28 to 168, with higher scores indicating more reflexivity) between the experimental and control groups. Conclusion: This project is the first to involve and evaluate the contribution of patient partners in a reflective approach to medical education in Quebec. The results do not demonstrate an effect of patient involvement on the development of reflexivity in medical education. [ABSTRACT FROM AUTHOR]

Context: This article is based on an analysis of an innovative training system, as the result of action-research, implemented in initial physiotherapy education, aimed at stimulating to stimulate students' reflexivity in clinical situations. It is part of professional didactic engineering, which aims to articulate analyses of work for training, and analyses of training for work. The pedagogical innovation is based on the systemic model of "thinking-directing-doing-observing-listening" which focuses on the analysis of adjustment activities. Objective: To understand how MK students adjust to the patients they encounter on placement, and what reflexive analyses they make of them, in order to promote awareness and the emergence of action strategies. Methods: This research examines a four-day teaching sequence, one of the original features of which is the cross-fertilization of theoretical frameworks from the sciences of education and training and the theoretical frameworks of physiotherapy education. The traces of activities produced at the end of this system were studied on the basis of written productions of group work (recording of slides), oral presentation supports or remarks during exchanges (trainers' note-taking). Results: The detour achieved through this innovative analysis of co-adjustments enabled the students to initiate a reflexive turn, making them sensitive and attentive to singular elements transmitted by the patient and produced during the session, whether through bodily contact or language interactions. Conclusion: With the ongoing integration of universities, the two approaches − health and education − complement each other and can be mutually enriched by these win-win collaborations. [ABSTRACT FROM AUTHOR]

Copyright of BMS: Bulletin de Methodologie Sociologique (Sage Publications Ltd.) is the property of Sage Publications Inc. 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.)

Copyright of Issues in Ethnology Anthropology is the property of Issues in Ethnology Anthropology 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.)

Copyright of Social Psychology / Psihologie Socială is the property of Alexandru Ioan Cuza University 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.)

Copyright of International Journal of Action Research is the property of Verlag Barbara Budrich GmbH 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 today's multilingual society, psychotherapists are more and more likely to encounter clients with a different mother tongue than their own. The objective of the study reported here was to map therapists' perceptions of and experiences with psychotherapy in a shared foreign language (LX). Data was collected by means of in-depth interviews among psychotherapists (N = 10). The transcripts were analyzed thematically with great attention to researcher reflexivity. The findings show that the participants report complex experiences taking place in LX therapy sessions. Therapists' views could be thematically organized under the headings 'linguistic challenges', 'awareness of linguistic and cultural identity', 'cultures in interaction in third space', and 'multiperspectivity'. Taken together, the themes reveal that the therapists are aware of the linguistic and cultural dimensions of providing therapy in an LX, and that they perceive themselves as operating in a third space that is co-constructed by themselves and their clients. Providing psychotherapy in a shared foreign language brings with it particular linguistic, cultural, and psychotherapeutic challenges for psychotherapists, which need to be managed well if therapy is to be successful. From this understanding follow specific suggestions as to which cultural, linguistic, and personal orientations to take in LX psychotherapy, as well as some suggestions for the education of psychotherapists. [ABSTRACT FROM AUTHOR]

À partir de l’ethnographie des pratiques de l’éthique au sein de EVARIATION, un programme de recherche en enseignement-apprentissage avec le numérique dans l’enseignement supérieur, les pratiques de l’éthique dans les recherches s’avèrent être un processus itératif, entre bricolage, résistances et militantisme éthiques, qui donne lieu à de nouveaux rôles pour les chercheurs (courtage, entrepreneuriat). Les personnels administratifs chargés de l’accompagnement à la recherche sont, quant à eux, assignés à la production de procédures pour la mise en œuvre de l’éthique. L’analyse des pratiques de l’éthique et de la multiplicité des conceptions sous-jacentes des acteurs universitaires, fait apparaître des conceptions parfois antagoniques (éthique normative, éthique réflexive, éthique réglementaire…). Tout cela questionne les logiques de pouvoir dans la recherche et les relations entre sciences et société, dans la perspective de l’acceptabilité du changement en cours dans les pratiques de l’éthique dans la recherche en sciences humaines et sociales.

Ce texte contribue à un large ensemble de réflexions sur l’interdisciplinarité. Au travers des trajectoires personnelles des coauteurs, il vise à comprendre le rôle de l’interdisciplinarité « de l’intérieur », dans la construction des chercheuses et des chercheurs et, partant, de porter un regard positif sur cette pratique souvent présentée sous un angle négatif (difficultés, écueils, etc.). Les exemples concrets de franchissements des frontières disciplinaires, sont autant de témoignages de la diversité des trajectoires. Mais à travers cette diversité se dessinent des traits communs. L’interdisciplinarité s’est construite en même temps que l’identité scientifique de chacun s’est façonnée. Cette construction particulière n’est probablement pas sans lien avec une certaine proximité avec le « terrain », dans toutes ses composantes physiques ou sociales. Elle est aussi le propre d’une hybridation entre les parcours individuels et la diversité des expertises scientifiques et culturelles des collègues avec lesquels se nouent les collaborations. Ce retour d’expérience réflexif offre à l’analyse de la pratique interdisciplinaire quelques éléments d’objectivation, notamment sur la manière dont elle façonne les trajectoires individuelles et sur le rôle du décentrement et de la réflexivité dans ces trajectoires.

La vidéo 360° est un nouvel outil qui s’est développé et son usage dans la formation des enseignants a débuté il y a moins de 10 ans. À partir d’une analyse systématique de la littérature existante en utilisant les principales bases de données, notre objectif est de rendre compte des principaux résultats de recherche actuels et de pouvoir envisager de nouvelles perspectives de recherche, mais aussi des pistes pour intégrer ce nouvel outil dans le cadre de la formation des enseignants. Quatre principaux points de résultats ont pu être dégagés : 1) la vidéo 360° comme outil pour développer la réflexivité sur l'enseignement, 2) la vidéo 360° comme outil de préparation et d'accompagnement des stages, 3) la vidéo 360° comme outil de développement de la perception des enseignants, 4) la vidéo 360° comme outil d'amélioration de la connaissance des contenus d’enseignement.

Copyright of Management international / International Management / Gestiòn Internacional is the property of Management International 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.)

The coupling of victim complicity with violence is intuitively objectionable, yet it is an underexamined aspect of Bourdieu's 'symbolic violence'. Within sociology, the nature of violence continues to be debated and refined with contested boundaries particularly concerning non-physical forms of violence. Symbolic violence offers an avenue to investigate this realm; however, it has been both employed and rejected without close examination of the issue of complicity. Moreover, the varying interpretations of Bourdieu's use of the term 'violence' present problems for sustaining sociological distinctions between power and violence. This article examines these issues through the experiences of youth activists employing Nonviolent Direct Action with a focus on their reflexive self-awareness of participation in systems of violence. The author argues that complicity in symbolic violence presents epistemological and ontological problems for the sociology of violence that can be avoided by adopting viable alternative interpretations that emphasise the subject's reflexivity and the systemic origins of violence. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education 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.)

Existing research on digital technologies in peacebuilding exhibits both tech-solutionist and tech-problematizing traits that tend to understate their embeddedness in society and politics. We argue that the study of digital peacebuilding should instead reflexively engage with the coproduction of the technical and the social in both academia and practice. This requires asking how assumptions about technology are related to assumptions about the conflict and peacebuilding context on which these technologies are brought to bear, and with what consequences. Therefore, we propose a methodological framework that brings to the fore how technologies for peacebuilding and peacebuilding with technology are coproduced. First, we focus on the interrelated claims about peacebuilding and technology, and the coproduction of peacebuilding problems and technological solutions. Second, we inquire into the characteristics of the digital peacebuilding agendas built on these claims, including the dynamics of disruptive change and datafication that these agendas bring. Third, we consider the sticky effects of digital approaches, in terms of a politicization or depoliticization of peacebuilding efforts, and ask what kind of peace this may produce. [ABSTRACT FROM AUTHOR]

This work examines the impact of taking Psychosocial Risks into account with regard to the management methods of 16 department heads working in the Haut-Rhin region. These impacts are multiple and vary depending on the department head, his relationship with Psychosocial Risks and his intervention context. This work raises points of correlation between the different situations exposed: transfer of skills from the function of social worker to the function of head of service but also the importance of reflective analysis and the conditions that are essential to its existence. [ABSTRACT FROM AUTHOR]

Copyright of Romanica Olomucensia is the property of Palacky University in Olomouc 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.)

Copyright of Ethnologie Française is the property of Presses Universitaires de France 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 is the result of an action-research project in the context of priority education in a medium-sized French town. The aim is to provide a better understanding of special educators working in priority neighborhoods. Through a focus group with four specialized educators, our results highlight the meaning that these educators give to the educational relationship, by linking the recognition of existing resources on which they rely in their work, and the awareness of collaborative issues with other professions. This research confirms the results of previous research on the issue of partnership work, but provides a new context for analysis. [ABSTRACT FROM AUTHOR]

Training the engineers and managers of tomorrow means preparing them to act in the world of labor and corporations as it will be; knowing how to cooperate facing the complex challenges (ecology, geopolitics, health, etc.) of our societies. Based on a business game played in an engineering school, this article exposes a comprehensive analysis of a game session and draws lessons from it, both operational and scientific. How does the meccanism, which allows simulating an experience making reflexivity possible, contribute to developing a professional posture - competent, relevant and ethical - in the making? [ABSTRACT FROM AUTHOR]

Management curricula are seldom grounded on an analysis of managers' activity and on the actual conditions of their activity. This text draws on three attempts for transforming managers' activity, in a training program and in two field interventions. The processing of real, complex situations is used to support a reflective work taking into consideration what happened and attempting to elaborate the knowledge gained. The analysis of the three cases highlights on one hand the centrality of the teams and of interactions in the reflective processes, on the other hand the double role of the consultant/trainer: contributing to probleme solving and supporting reflective processes. [ABSTRACT FROM AUTHOR]

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"The subjective ["] surrounds the objective" This statement by G. Lanson (Lanson 1919: 113) seems to fit in perfectly with the line of argument of the present analysis, while remaining a valid indication for the university literature teacher in contemporary neo-philological studies. It should be noted that students often start learning French when they enter university. What is the place of literature studies, then? The choice is not obvious for teachers faced with the reserve of non-readers of literature, on the one hand, and the demands of academic excellence, on the other. In a socio-cultural context aimed primarily at the currently recognised horizontal dimension of knowledge, the question arises as to whether and to what extent it is possible to adopt a scientific reading perspective, such as that sought by neo-philological studies. It seems that the search for the personal engagement among FLE students, leading them to discover the similar experiences to their own that the fictional world presents, can be seen as a first step towards the appreciation of literary foreign language studies. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF 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.)

The academicization of social work training is often thought of as a remedy for the tendency to reproduce knowledge and practices due to a system in which peer training is highly dominant. Faced with the transformations and processes of pedagogical reengineering that have developed in the field of social work training in France since the 2010s, including their entry into the European system of higher education, and the addition of academic subjects to the training courses, it is appropriate to question the issues and the scope of a resulting universitarization. In the absence of a clear theoretical framework and of concepts that allow for thinking about the social action of individual support and collective transformation, future social workers are exposed to cognitive dissonance. Intervention sociology, among other disciplines, can provide the theoretical, conceptual and methodological materials to avoid these dissonances. [ABSTRACT FROM AUTHOR]

The article focuses on the ongoing construction in the field of social work of a new epistemic, curricular and institutional space (universities-social work schools). He seeks to qualify the markers of this "universitary form of professionalization" that is built between ministerial prescription and actors' practices. It presents engineering of professionalization at work that refer to figures of professionality making debate. [ABSTRACT FROM AUTHOR]

This essay focuses on the relationship between archive and territory. I relate a research stay in the Nitassinan of Pessamit, a territory reconfigured in the 1960s by COMMposite, 23(1), 2023 the development of extractive infrastructures, such as a hydroelectric complex and mining projects. While engaging this territory as an archive, that is to say as a repertoire of techno-ecological hybridizations left by these projects, I made, during my passage in these places, an an/archivistic herbarium. This repertoire of my interactions with the territorial archive deliberately blurs the traces of Quebec’s settler colonialism. In this reflexive and critical essay, I present this process and its floristic an/archive in order to suggest that the territorial archive constitutes a technique of colonial governance, based on extractive and infrastructural mechanisms. It follows that an an/archival methodology works to make these modalities visible while creating a space in which to claim alternatives. Perspectives from infrastructure theory, decolonialism and queer approaches inform this reflection. [ABSTRACT FROM AUTHOR]

L’examen des publications scientifiques révèle que les considérations épistémologiques deviennent de plus en plus importantes. La posture épistémologique des chercheurs se précise davantage dans les travaux publiés. Or, il est de la responsabilité de tout chercheur de choisir et de défendre la position épistémologique adoptée par rapport à l’objet de recherche afin de convaincre le lecteur que, à la lumière de cette position, le chercheur dispose d’une base solide sur laquelle construire des connaissances valides. Cette note de synthèse s’inscrit donc dans ce contexte, avec pour objectif premier d’inciter tout chercheur à se situer par rapport aux préoccupations les plus pressantes soulevées par une étude.

Cet article traite de la question des transformations identitaires et subjectives au cours du processus adolescent à partir du paradigme de l'inquiétante étrangeté et du double. Une fois précisé le champ problématique de l'identité, de la réflexivité et du double, nous soutenons l'hypothèse selon laquelle le contexte pubertaire, par le bouleversement psychique qu'il implique, fragilise le moi adolescent au point parfois de produire une « détransitionnalisation » de l'identité subjective. Cette menace de « détransitionnalisation » met à l'épreuve les grandes oppositions à partir desquelles l'identité subjective s'était construite jusqu'alors, comme le moi et le non-moi, le même et le différent, l'étranger et le familier, etc. La présentation et l'analyse d'une observation clinique mettant en scène une jeune adolescente aux prises avec des vécus douloureux et une souffrance identitaire aiguë, conduit à examiner les implications de la discontinuité pubertaire et le rôle de l'objet sur le travail de reconstruction subjective à l'adolescence. D'un point de vue clinique, la question de la survivance de l'objet et l'expérience d'une suffisante continuité dans le transfert soutiendrait l'appropriation subjective d'une altérité marquée par les enjeux du pulsionnel pubertaire et la rencontre avec l'autre sexué. L'exploration des liens entre identité et altérité à soi permet d'inférer l'importance du rôle du double et de ses effets transitionnels dans le travail de transformation identitaire et subjective à l'adolescence. This article looks at the question of identity and subjective transformations during the adolescent process from the paradigm of the uncanny and the double. Once the problematic field of identity, reflexivity, and the double has been clarified, we hypothesize that the pubertal context, through the psychic upheaval it implies, weakens the adolescent self to the point of sometimes producing a "detransitionalization" of the subjective identity. This threat of "detransitionalization" puts to the test the great oppositions on the basis of which the subjective identity had been constructed until then, such as the ego and the not-ego, the same and the different, the strange and the familiar, etc. The presentation and analysis of a clinical observation involving a young adolescent girl struggling with painful experiences and acute identity suffering, leads to an examination of the implications of pubertal discontinuity and the role of the object on the work of subjective reconstruction in adolescence. From a clinical point of view, the question of the survival of the object and the experience of a sufficient continuity in the transference would support the subjective appropriation of an otherness marked by the stakes of the pubertal drive and the encounter with the sexual other. The exploration of the links between identity and otherness allows us to infer the importance of the role of the double and its transitional effects in the work of identity and subjective transformation in adolescence. [ABSTRACT FROM AUTHOR]

Cet article présente une recherche-formation menée avec un collectif de formateurs en Institut national du professorat et de l'éducation afin de mettre à l'épreuve le modèle d'analyse des ajustements multiregistres dans le but de favoriser des mises en mots de l'activité enseignante en classe chez des professeurs des écoles en formation initiale. Les principales phases de la recherche sont décrites, ainsi que les ajustements apportés au modèle par le collectif de formateurs. Enfin, les résultats s'appuient sur des retours de stagiaires et de formateurs qui soulignent quelques réussites et perspectives, dont l'intérêt de former les enseignants à l'observation des élèves, mais aussi de l'activité enseignante en classe. [ABSTRACT FROM AUTHOR]

Despite the imperative to pay attention to the words we use as a routine dimension of research, the methodological and pedagogical tools illustrating how to work on our own use of language are largely missing within and beyond international relations (IR). To address this gap, we develop a method—the "Reflexive Review"—which adds a linguistic and reflexive dimension to the common practice of a literature review. This method is accessible for researchers who are neither linguistic specialists nor working on language and can be integrated within a standalone research project. First, we review the existing traditions used in IR to investigate language—quantitative text analysis, conceptual analysis, discourse analysis, deconstruction, and problematization—and assess their interest and limits regarding linguistic reflexivity. Second, we introduce four methodological steps for conducting the Reflexive Review, by reviewing literature to: (1) build a list of "priority words" that may need reflexive attention; (2) look for metalinguistic statements to synthesize how the literature has explicitly discussed these words; (3) identify patterns of word use, as collectively shared meanings that coexist and that we should become aware of; and (4) compare the identified uses of language with our own. Third, we demonstrate the Reflexive Review in practice based on a word commonly used in IR: "local." We identify four patterns of the word use of "local" in IR literature as: a class of actors, a level of analysis, community, and experiences of the everyday. In sum, we demonstrate how a Reflexive Review enables us to implement reflexivity in practice and make more conscious linguistic choices, to support more nuanced, ethical, and rigorous analysis and empirical work. [ABSTRACT FROM AUTHOR]

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Copyright of Society & Leisure / Loisir & Société is the property of Taylor & Francis Ltd 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.)

Copyright of Society & Leisure / Loisir & Société is the property of Taylor & Francis Ltd 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.)

If al-Iṣfahānī is to be believed, it is to the presence of Abū Qaṭīfa among the authors of the first three songs that the Kitāb al-Aġānī owes in part its such unfamiliar structure: the author of the verses of the first song being neither the greatest nor the oldest of the poets, the book could not have adopted a thematic progression, neither chronological nor hierarchical. This article hypothesizes that the first pair of articles (those of Abū Qaṭīfa and Maʿbad) in the Kitāb al-Aġānī functions as a reading pact and carry a general commentary by the author on his work. We show the importance of reflexivity as a principle of composition and reading starting from three themes introduced by the first song (yearning for one's homeland, defending oneself from debasement and contempt, and the ability to keep a secret). These themes are echoed in the two articles in such a way that they can be read as an epigraph to the book. [ABSTRACT FROM AUTHOR]

Copyright of BMS: Bulletin de Methodologie Sociologique (Sage Publications Ltd.) is the property of Sage Publications Inc. 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.)

Copyright of Configurações is the property of Centro de Investigacao em Ciencias Sociais 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.)