Open Access Publications (Univ. de Genève)
Not a member yet
1267 research outputs found
Sort by
Performance, accomplissement et participation : l’école captive de projets sans fin
No full textTaking “social structure” as our starting point, we see cultures as social constructs, progressively institutionalized and crystallized, in perpetual transformation. This understanding of cultures allows us to question what the introduction of a set of conventions – formalized in a concept about inclusive school (Vaud, Switzerland) – does in the cultures of teaching professions. This concept assumes the coexistence of distinct universes, through a lexical field combining performance, control, functioning versus participation, equality, self-fulfillment. The objectives are, in fact, to strengthen a culture of educability while providing “a structured and efficient response to all of the school’s needs.” This coexistence is reflected in the accounts of professional experiences shared during group analysis carried out during in-service training addressed to qualified teachers, to develop skills in line with the inclusive aims of school. It appears that the achievement of this aim is hampered by an absence/insufficiency of conventions and a coexistence of rival conventions, weighing on teachers’ well-being. On this basis, we identify professional tensions that can be described as “cultural” and articulated around five of the seven worlds modeled by Boltanski, Thévenot and Chiapello.Dans ce travail, nous envisageons les cultures comme des constructions sociales, progressivement institutionnalisées, cristallisées et transformées. Cette acception nous permet de nous interroger sur ce que fait l’introduction d’un ensemble de conventions, formalisées dans un concept sur l’inclusion scolaire (État de Vaud, Suisse), dans les cultures des professions enseignantes. En mobilisant un champ lexical qui mêle performance, maîtrise, fonctionnement versus participation, égalité, épanouissement, ce concept assume la coexistence de plusieurs ensembles de valeurs. Les objectifs sont, en effet, de renforcer une culture de l’éducabilité tout en apportant « une réponse structurée et efficiente à l’ensemble des besoins de l’école ». Cette coexistence se retrouve en filigrane de récits d’expériences professionnelles proposées lors d’analyses en groupe réalisées pendant une formation continue adressée à des enseignant-es diplômé-es, pour développer des compétences ajustées à la visée inclusive de l’école. Il apparait, en effet, que la concrétisation de cette visée se heurte à une coexistence de conventions rivales ou à une absence/insuffisance de conventions, pesant sur le bien-être des enseignant-es. Sur cette base, nous identifions des tensions professionnelles pouvant être qualifiées de « culturelles » articulées autour des mondes modélisés par Boltanski, Thévenot et Chiapello
Pierre Guidi, Jean-Luc Martineau et Florence Wenzek (dir.) (2024) - L\u27école en mutation
No full textReviewed: Pierre Guidi, Jean-Luc Martineau, Florence Wenzek (eds.), L’école en mutation. Politiques et dynamiques scolaires en Afrique (années 1940-1980), Toulouse, Presses universitaires du Midi, 2024, 138 p.Recensé : Pierre Guidi, Jean-Luc Martineau, Florence Wenzek (dir.), L’école en mutation. Politiques et dynamiques scolaires en Afrique (années 1940-1980), Toulouse, Presses universitaires du Midi, 2024, 138 p
Atmospheric carbon dioxide mineralisation in anthropogenically-derived carbonate deposits
Full text linkRemoving carbon dioxide from the atmosphere is important in minimising the impact of anthropogenically-induced climate change. Anthropogenic geomaterials, such as slag and cement, can be utilised in an engineered context for mineralising CO2. However, such anthropogenic geomaterials, typically waste products, were usually deposited on the land surface and left to passively mineralise CO2, resulting in the formation of anthropogenic carbonates. In this study, we document anthropogenic carbonates from a suite of locations across Scotland and Northern England, and use stable carbon and oxygen isotopes to show that they are formed from atmospheric CO2. Carbonates which formed in subaqueous settings recorded δ13C values of -25 to -28 ‰ and δ18O values of -15 to -20 ‰, which indicate rapid precipitation from atmospheric CO2. Subaerially-formed samples recorded slightly higher delta values, indicating partial re-equilibration of the dissolved atmospheric CO2 towards expected equilibrium values with ambient conditions before precipitation. The broad suite of samples from multiple locations across Scotland and Northern England show anthropogenic carbonates are more common than previously realised, which demonstrates their effectiveness in passive drawdown of atmospheric CO2
Perspectives didactiques sur la littéracie plurilingue
Full text linkThis article explores the insights offered by the concept of plurilingual literacy (Rispail, 2011) for research into what can be considered “teachable”, in light of the orientations of the Plan d\u27études romand (PER, 2010/2012) and current teaching practices. The main challenge lies in formulating research and training proposals aimed at more coordinated language instruction—whether it concerns the language of schooling, taught foreign languages, or students’ heritage languages—within the context of primary education in French-speaking Switzerland. In this framework, the notions of text and text type emerge as common ground for didactic research in the field of language education, starting from the elementary level.Cet article explore les perspectives offertes par le concept de « littéracie plurilingue » (Rispail, 2011) pour des recherches s’intéressant à ce qui est « enseignable » au regard des orientations du Plan d’études romand (PER, 2010/2012) ainsi que des pratiques d’enseignement. L’enjeu principal est de proposer des pistes de recherche et de formation pour un enseignement plus coordonné des langues – qu’il s’agisse de la langue de scolarisation, des langues étrangères enseignées ou des langues d’origine des élèves – dans le contexte de l’enseignement primaire en Suisse romande. Dans cette optique, le (genre de) texte se profile comme un dénominateur commun pour des recherches didactiques dans le domaine des langues, dès l’école primaire
Alain Kassanda (2020) - Trouble Sleep
No full textReviewed: Alain Kassanda, 2020, Trouble Sleep, France Nigeria, 41 minutes movie.Recensé : Alain Kassanda, 2020, Trouble Sleep, France Nigeria, film de 41 minutes
Stefano Bellucci et Holger Weiss (dir.) (2020) - The Internationalisation of the Labour Question
No full textReviewed: Stefano Bellucci and Holger Weiss (eds.), The Internationalisation of the Labour Question. Ideological Antagonism, Workers’ Movements and the ILO since 1919, London, Palgrave Macmillan, 2020, 436 p.Recensé : Stefano Bellucci et Holger Weiss (dir.), The Internationalisation of the Labour Question. Ideological Antagonism, Workers’ Movements and the ILO since 1919, Londres, Palgrave Macmillan, 2020, 436 p
The Claws and the Spear: New Evidence of Neanderthal-Cave Lion Interactions
No full textThroughout most of human evolutionary history, our ancestors were preyed upon by large predators such as lions. Until recently, it was believed that our species, Homo sapiens, was the first one with the ability to kill and exploit resources from dangerous predators. Our study suggests that Neanderthals hunted and killed cave lions and used their body parts as cultural objects
Size does not matter: direct estimations of mutation rates in baleen whales
No full textBaleen whales were thought to have low mutation rates due to their size and long lifespan. By performing direct estimations of their mutation rates we found that despite being the largest and longest-living mammals, their mutation rates are similar to ours and other mammals. We also showed that it is possible to directly estimate mutation rates in wild populations in the absence of known pedigrees
Visões de Eros
Full text linkO presente dossiê da revista Língua-Lugar, “Visões de Eros”, insere-se num projeto mais amplo, iniciado por pesquisadores de duas universidades francesas, Fernando Curopos (Université Sorbonne Nouvelle) e Maria Araújo da Silva (Sorbonne Université), no sentido de fomentar uma pesquisa alargada, com colegas de outras universidades, sobre a escrita de Eros e o imaginário erótico no mundo lusófono. Pretende-se analisar obras, literárias, visuais ou musicais, que versam sobre sexualidade, sem considerações de épocas, de práticas ou identidades de género e sexuais. Procura-se assim atentar na inscrição política do sexo no mundo de língua portuguesa, a partir de um aparato teórico contemporâneo, nomeadamente desenvolvido pelos gender, queer e porn studies, e analisar a questão da representação da libido sentiendi