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Au sujet des mauvaises fréquentations
No full textCet article raconte l\u27histoire d\u27un mode de connaissance stéréotypé utilisé pour expliquer un comportement différent, fou ou mauvais. Il s\u27agit de modes de connaissance en un seul mot, qui utilisent une métaphore pour faire entrer les gens dans une catégorie. La métaphore choisie dit tout ce qu\u27il faut savoir pour expliquer le comportement à soi-même et aux autres. Cela donne à peu près ceci : « Ah, c\u27est une libérale ! « Ah, elle est libérale ou conservatrice, latino, asiatique, noire, homosexuelle, du Québec ou de l\u27Ontario, catholique ou juive et/ou bi-polaire, alcoolique, monoparentale, etc. Ces façons stéréotypées de connaître et d\u27expliquer sont utiles, mais limitatives et trompeuses. Ils expliquent tout et rien. Ils ne tiennent pas compte de la nécessité de réfléchir. Une fois invoquée, il est difficile de mettre de côté la métaphore et d\u27apprendre à connaître la personne unique qu\u27elle masque. En effet, cette façon de connaître est plus simple et chorégraphie la danse de nos relations, bien qu\u27avec moins de pas. Dans cet article, nous nous concentrons sur une métaphore particulière souvent invoquée - la métaphore de la « mauvaise foule ». Nous explorons les implications de ce mode de connaissance d\u27un point de vue philosophique à travers le prisme de la théorie des systèmes et du constructionnisme social. Nous utilisons ces cadres pour aborder certaines questions pratiques, certains défis et certaines conséquences liés aux efforts déployés pour aider une personne à rejoindre le « bon groupe ». Nous nous demandons si le « mauvais fréquentations » peut aussi être le « bon fréquentations ».Cet article raconte l\u27histoire d\u27un mode de connaissance stéréotypé utilisé pour expliquer un comportement différent, fou ou mauvais. Il s\u27agit de modes de connaissance en un seul mot, qui utilisent une métaphore pour faire entrer les gens dans une catégorie. La métaphore choisie dit tout ce qu\u27il faut savoir pour expliquer le comportement à soi-même et aux autres. Cela donne à peu près ceci : « Ah, c\u27est une libérale ! « Ah, elle est libérale ou conservatrice, latino, asiatique, noire, homosexuelle, du Québec ou de l\u27Ontario, catholique ou juive et/ou bi-polaire, alcoolique, monoparentale, etc. Ces façons stéréotypées de connaître et d\u27expliquer sont utiles, mais limitatives et trompeuses. Ils expliquent tout et rien. Ils ne tiennent pas compte de la nécessité de réfléchir. Une fois invoquée, il est difficile de mettre de côté la métaphore et d\u27apprendre à connaître la personne unique qu\u27elle masque. En effet, cette façon de connaître est plus simple et chorégraphie la danse de nos relations, bien qu\u27avec moins de pas. Dans cet article, nous nous concentrons sur une métaphore particulière souvent invoquée - la métaphore de la « mauvaise foule ». Nous explorons les implications de ce mode de connaissance d\u27un point de vue philosophique à travers le prisme de la théorie des systèmes et du constructionnisme social. Nous utilisons ces cadres pour aborder certaines questions pratiques, certains défis et certaines conséquences liés aux efforts déployés pour aider une personne à rejoindre le « bon groupe ». Nous nous demandons si le « mauvais fréquentations » peut aussi être le « bon fréquentations »
Itinéraire d\u27un fantasme criminel, de l\u27utopie vers la dystopie: Espaces de transgression dans Les Loups de Paris de Jules Lermina
No full textIn Les Loups de Paris, Jules Lermina invites his readers to reflect on the modalities and effects of transgression as a political and social weapon. Fervent socialist and anarchist, Lermina turns the character of Biscarre, a former convict who declares war on the “old society,” into the spokesman for his socio-political ideals, and into the demonstration of the failure of the transgressive promise, which aims at ending inequalities that plagued the nineteenth-century French society. While the criminal spaces ruled by Biscarre and his pack are presented as mythical, announcing the possibility of a beneficial transgression, the convict himself does not resist the temptation of tyranny and therefore ruins the utopia he is actively promoting. Thus, the criminal transgression, now turned into a dystopia, is presented as a parody that recalls a bad vaudeville. Dans Les Loups de Paris, Jules Lermina invite ses lecteurs à réfléchir aux modalités et effets de la transgression en tant qu’arme politique et sociale. Socialiste convaincu et anarchiste, Lermina fait du personnage de Biscarre, ancien bagnard en guerre contre la « vieille société », le porte-parole de ses idéaux socio-politiques, mais offre aussi l’illustration de l’échec de la promesse transgressive visant à mettre fin aux inégalités rongeant la société française du 19e siècle. Si la mythification des espaces criminels que régissent Biscarre et sa meute annoncent la possibilité d’une transgression salutaire, elle ne suffit pas, en revanche, à empêcher la tentation tyrannique du bagnard qui, par son autoritarisme aigu, fait échouer ce projet utopique qu’il promeut. Devenue dystopie, la transgression criminelle est alors présentée comme une parodie digne d’un théâtre de boulevard.
Supporting Dietitians in Practice: Professional Development Activities of Dietitians of Canada in the Past 30 Years
No full textDietitians of Canada (DC) was established in 1997 from the Canadian Dietetic Association and the provincial associations. This project is part of a larger program of work to document the recent history of Canadian dietetic practice, including the professional development (PD) initiatives DC has provided since its inception. The aims of the present study are to synthesize a timeline of PD events since 1993, understand the context that led to their development, and understand their impact on the profession. 13 key informants were recruited by email, of which 11 semi-structured interviews were conducted, and 8 participants provided written contributions. Interview transcripts and written contributions were analyzed thematically, and a final timeline of events was developed. Six themes were found: 1) the use of technology in PD tools, e.g. online courses, Learning on Demand; 2) conferences and workshops , e.g. national conference, Coast-to-Coast workshops; 3) initiatives that placed DC as a leader in health and nutrition, e.g. Practice-based Evidence in Nutrition (PEN); 4) informal discussion about emerging issues in dietetics, e.g. PEN Current Issues, Practice Blog; 5) DC actively sought member input to inform PD strategy, e.g. members issues forums; and, 6) DC PD events demonstrated their support for research and dietetic education, e.g. relationship with CFDR, public health online course. Key concerns for the future included: declining DC membership and funding, and dietetics not keeping pace with other professions on PD. The successes and failures of initiatives in this time period can inform the development of DC’s PD strategy for the coming decades. 
Developing interactive pedagogies: A case of accounting pre-service teachers from Ghana
No full textThis is a study of how eight pre-service teachers developed their skills in developing interactive lessons to teach concepts in Accounting in Senior High Schools in Ghana. Sequential multiple case study design was employed to observe two cohorts of four pre-service teachers who worked in two phases of a professional development scenario to design and enact interactive Accounting lessons. Data for the study were collected through observation, interviews, lesson documents and questionnaires. Pictures, content and thematic analysis procedures were used to analyse the qualitative data, whilst means and standard deviation were used to analyse the quantitative data. It emerged from the results that the interactive lessons developed and implemented by the pre-service teachers were effective in promoting participation in the classroom. The study also brought to light that interactive teaching promotes collaboration among students through solving problems in groups which helps to strengthen the bond between students. The study thus, advocates the need for teacher training institutions to focus on training teachers to acquire the skills in designing and enacting lessons interactively to promote students’ participation in the classroom.
What newspapers tell us about teacher-on-learner violence in South African schools
No full textThis small-scale qualitative study of newspapers’ portrayal of teacher-on-learner violence in South African schools is informed, firstly, by the World Health Organisation’s definition of violence and four of the World Health Organisation’s six main types of violence involving children and, secondly, by John Galtung’s theory of violence. South African media was used as a database for identifying South African English newspaper articles on teacher-on-learner violence. Qualitative content analysis was employed to systematically work through the identified newspaper articles. Five types of direct teacher-on-learner violence were identified: (1) The physical abuse of learners under the pretext of addressing learner misbehaviour; (2) the normalisation of the sexual abuse of learners by their teachers; (3) teachers’ use of words to systematically humiliate and tear down learners; (4) teachers’ negative stereotyping and discrimination of learners belonging to a different race; and (5) teachers’ malicious neglect of their in loco parentis responsibilities. Looking at teacher-on-learner violence through the lens of Galtung’s theory of violence, this study facilitates an understanding of the multi-layered and complex nature of teacher-on-learner violence and contributes to the existing body of knowledge on teacher-on-learner violence.
Co-teaching as a strategy of implementing a Competence Based Curriculum. A case of two Teacher Training Colleges in Rwanda.
No full textIn many parts of the world, co-teaching has been used as an alternative to lone-teaching approaches. Co-teaching entails the collaboration of two or more teachers in the planning, delivery, and evaluation of instruction. Given its flexible nature, co-teaching has been widely used in a variety of educational contexts. While research has extensively dealt with co-teaching in many contexts little is known about co-teaching that brings together expatriate teachers and local ones in settings where both collaborate to enhance the implementation of competence-based curriculum (CBC) goals. This study explored how co-teaching can be used as a tool to facilitate the cooperation of expatriate tutors and their local counterparts in the implementation of teacher training colleges (TTCs) Competency Curriculum. The study employed the qualitative research approach in which tutors from both Rwanda and Zimbabwe co-teaching in TTCs formed the purposive sample. This study employed the multiple case study design using two TTCs. Data was collected using in-depth interviews and observations. Findings from the study showed that despite somewhat positive indicators of mutual collaboration, tutors’ practices lacked a deep understanding of co-teaching and how it could be used to steer a movement from a knowledge-based curriculum to a competency-based one. Other findings showed that concurrent with workshops used to introduce the concept more robust written policies were needed to effectively guide teacher development and implementation of the CBC in TTCs. The study recommends continuous professional development for both the expatriate tutors and the locals to create a common and shared understanding of co-teaching and effective implementation of the CBC in TTCs.
Le cas des livres de colportage: Connectez votre communauté avec de la poésie contemporaine
No full textCollecting contemporary poetry is often a low priority for libraries, but interest in poetry is rising, and many library patrons have the potential to become poetry readers. Building a collection of poetry chapbooks can maximize the impact of a renewed poetry collecting effort because the poetry chapbook is an accessible, high-interest, and often low-cost form that captures the cutting edge of the poetic field. I introduce the poetry chapbook and its creative and social functions and describe various avenues for building a chapbook collection, including acquisition strategies, examples of digital initiatives such as participatory chapbook repository projects, and notes on promoting engagement. The community-building potential and links to higher-level goals such as diverse collecting, local interest, and cultural preservation allow chapbook collections to add unique value to a variety of public, academic, special, and school library contexts.Collectionnez de la poésie contemporaine n’est pas souvent une priorité pour les bibliothèques, mais l’intérêt en poésie est à la hausse et plusieurs usagers de bibliothèque ont le potentiel de devenir des lecteurs de poésie. La mise en place d’une collection de livres de colportage en poésie peut maximiser l’impact d’un effort renouvelé à collectionner de la poésie parce le livre de colportage est accessible, bénéficie d’un haut taux d’intérêt et est de moindre coût captant ainsi le côté avant-gardiste du monde la poésie. Je présente le livre de colportage en poésie et ses fonctions créatives et sociales et je décris le moyen de mettre sur pied une collection de livres de colportage y compris des stratégies d’achat, des exemples d’initiatives tels des projets participatifs de répertoires de livres de colportage ainsi que des notes pour promouvoir l’engagement. Le potentiel du développement communautaire et les liens vers des objectifs plus élevés tels que la diversité des collections, l’intérêt local et la préservation culturelle permettent aux collections de livres de colportage d’ajouter une valeur unique à une variété de contextes de bibliothèques publiques, académiques, spécialisées et scolaires
“Do you not know your Bodies are Temples of the Holy Spirit”: The intersection of medieval bodies and spirituality
No full textThis essay explores how the dissemination of the teachings by the Medieval European Church expressed a clear gender-sexuality binary. Women were viewed as temptresses and inherently sinful based on Eve’s role in the original sin, whereas men naturally occupied the spiritual realm and could take on the role of a third gender, exemplifying their ability to resist temptation. By analyzing Church dogma, same-sex relationships, and instances of witchcraft and castration, this essay aims to demonstrate the intersectionality between medieval bodies and spirituality. Virginity was used as a tool to condemn women for not remaining pure and the participants of same-sex relationships were viewed as transgressing their gender, threatening the social order of Medieval European society. Moreover, this essay concludes that women’s bodies were viewed as corrupt, whereas men’s bodies were viewed as vessels of divinity, and the use of bodies contributed to one’s spirituality and the soul’s redemption or damning in the afterlife
