17 research outputs found
A la recherche d'un jacobinisme helvétique
No full textAlain Czouz Tornare et Evelyne Maradan, "In search of a Swiss Jacobinism."
This study begins with the question: was a Swiss Jacobinism possible?, and underlines the social, political and governmental context of Switzerland at the end of the Eighteenth Century. The author establishes the objective impossibility of an expression of jacobinism which tragically could only remain a minority opinion. From the study of some notable figures including Stapler, Pestalozzi, Laharpe or Ochs, the author establishes the portrait of the so-called 'patriots', although the term is inevitably ambiguous because it designates both those who responded to the revolutionary élan and those who fought against French domination. This analysis makes it easier to understand the contemporary reserve of the Swiss as it is mirrored in the silence and severe judgments of most of Swiss historiography albiet wiht a few notable exceptions (A. Rufer). This historical legacy deepens our understanding of the confédéral authorities more than reticent attitude at the time of the bi-centennial festivities (" the Federal Council does not consider the French Revolution as an event of Swiss history ").Alain Czouz Tornare et Evelyne Maradan : A la recherche d'un jacobinisme helvétique.
Cette réflexion part de l'interrogation initiale «Peut-il exister un jacobinisme suisse» évoquant le contexte institutionnel, social et politique du pays à la fin du XVIIIe siècle elle dresse le constat de l'impossibilité objective dans ces conditions de l'expression d'un jacobinisme qui resta «tragiquement minoritaire». A partir de l'évocation de quelques figures marquantes. Stapfer, Pestalozzi, Laharpe ou Ochs, on dresse le portrait de ceux que l'on peut dénommer les patriotes, d'un terme inévitablement ambigu, puisqu'il a désigné ceux qui ont répondu à l'élan révolutionnaire, comme ceux qui se sont dressés contre l'emprise de la France. A partir de cette analyse on comprend mieux les réticences helvétiques contemporaines, telles qu'elles s'inscrivent dans les silences comme dans les jugements sévères de la majeure partie de l'historiographie helvétique à de notables exceptions près (A. Rufer). La position plus que réservée des autorités de la confédération à l'occasion de la récente célébration du Bicentenaire («le Conseil fédéral ne considère pas la Révolution française comme un événement de l'histoire suisse») s'explique par cet héritage historique.Czouz-Tornare Alain, Maradan Evelyne. A la recherche d'un jacobinisme helvétique. In: Annales historiques de la Révolution française, n°282, 1990. pp. 422-445
Fostering equity in a multicultural and multilingual classroom through cooperative learning
No full textThis paper presents a programme designed to deepen knowledge regarding diversity and to sustain equality and equity in participation during class activities in high sociolinguistic diversity classrooms. We investigated a four-stage programme integrating all students’ heritage languages in cooperative school activities in one 4th grade class in the French-speaking canton of Geneva in Switzerland. Activities that the teacher engaged in included: a) activities devoted to openness to others, b) activities devoted to linguistic diversity, c) activities devoted to cultural diversity, d) cooperative activities, relying on heritage languages and personal family stories. The three first stages aimed to help students feel accepted and comfortable when participating in multilingual cooperative activities. Feedback from the teacher, students and parents indicated that this programme found its place in the regular curriculum and participants appreciated it. This programme also improved students’ sense of belonging to the class and a feeling of relatedness
Différencier l’enseignement par des activités coopératives plurilingues
No full textLa mondialisation voit l’émergence de sociétés de plus en plus multiculturelles et d’écoles à forte diversité sociale, culturelle et linguistique. C’est particulièrement le cas à Genève, où les classes regroupent des élèves d’origines sociales et culturelles très diverses avec un nombre important d’élèves dont la langue première est différente de la langue d’enseignement. Dans ces contextes d’enseignement multilingues et multiculturels, l’hétérogénéité représente autant une richesse qu’un défi, notamment lorsque les enseignant-e-s souhaitent proposer des pratiques permettant de renforcer la participation de tous les élèves dans les activités scolaires (Buchs, Sanchez-Mazas, & Zurbriggen, sous presse).
Cet article présente un dispositif d’enseignement intégratif mis en place dans une classe de 5e primaire (8-9 ans) représentative de cette diversité. Ce dispositif a été élaboré en collaboration avec des enseignantes titulaires (S. Fratianni et L. Fournier), des collaborateurs et collaboratrices scientifiques (M. Maradan, M. Ramirez et D. Zinetti), des stagiaires (C. Cazin et E. Lamarina) et des chercheurs et chercheuses (C. Buchs, N. Margas et M. Sanchez-Mazas). L’élaboration des activités et du matériel a été soutenue par la Conférence suisse des directeurs cantonaux de l’instruction publique et a reçu un subside de l’Office Fédéral de la Culture. Le dispositif s’appuie sur les acquis du champ de l’ouverture à la diversité linguistique et culturelle (Perregaux, de Goumoëns, Jeannot & de Pietro, 2003) et de la pédagogie coopérative (Buchs, 2017a). Il vise à dépasser les problèmes de statut des élèves parmi leurs pairs – c’est-à-dire le prestige plus ou moins important d’un-e élève dans la classe (en termes sociaux et/ou scolaires) prédisant sa participation en classe (Cohen, 2002)
Histoire physique, morale, civile et politique de la Russie moderne.
No full textThe contents of the atlas were sent separately to subscribers. Its plates include maps engr. by P. F. Tardieu and views engr. by various artists after Lespinasse. Its printed leaves contain statistical table.Plates engr. by various artists, the ports. after Chevalier.Complements the author's Histoire physique, morale, civile et politique de la Russie ancienne.Vol. 3 has imprint: A Paris, Chez Maradan, libraire ...Vol. 2 has author statement: Par MM. Le Clerc père ... [et] Le Clerc fils ...Half title: Histoire de la Russie moderne.Mode of access: Internet.Cogswell.Books previously held in General Research Division (GLD++ (Le Clerc)
Fostering inclusion in culturally and linguistic diverse classrooms by multilingual cooperative activities
No full textThis paper presents a collaborative research in Genevan elementary multicultural and multilingual classrooms to promote classrooms' social climate and inclusion, thanks to a multilingual cooperative program. The program relies on linguistic and cultural diversity awareness and cooperative learning with specific attention to the students' status in line with complex instructions. It includes activities for preparing students to constructively cooperate before integrating multilingual cooperative activities, using students' heritage language. The program was adapted for different levels (grade 3, 4 and 5) and implemented by three elementary teachers in their own class. Multilingual cooperative activities rely on the translation of a text into students' languages (from 11 to 13 different languages per class) in order to create multiple-ability tasks. We summarize parents and students' feedback, as well as the evolution of students' sense of classroom belonging and satisfaction of the need for relatedness
Fostering inclusion in culturally and linguistic diverse classrooms by multilingual cooperative activities
No full textThis paper presents a programme designed to deepen knowledge regarding diversity and to sustain equality and equity in participation during class activities in high socio- linguistic diversity classrooms. We investigated a four-stage programme integrating all students’ heritage languages in cooperative school activities in one 4th grade class in the French-speaking canton of Geneva in Switzerland. Activities that the teacher engaged in included: a) activities devoted to openness to others, b) activities devoted to linguistic diver- sity, c) activities devoted to cultural diversity, d) cooperative activities, relying on heritage languages and personal family stories. The three first stages aimed to help students feel accepted and comfortable when participating in multilingual cooperative activities. Feedback from the teacher, students and parents indicated that this programme found its place in the regular curriculum and participants appreciated it. This programme also improved students’ sense of belonging to the class and a feeling of relatedness
Corpora in Translation: addressing the Gap between the Scholars' and the Translators' Point of View
No full textFostering Inclusion in Culturally and Linguisitc Diverse Classrooms by Multilingual Cooperative Activities
No full textLe collectif au service d'une pédagogie intégrative : activités plurilingues dans une perspective coopérative et interculturelle
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