93 research outputs found
L’assurance automobile au Québec : une évaluation du nouveau régime
No full textMr. Yves Brouillette looks at how well the Quebec Régie d’assurance automobile has carried out the tasks defined in the no-fault legislation. He notes that private enterprise might well have produced the same results, but on the whole the new system has been beneficial, even if the management costs have been considerably above those forecast. The Régie has been able to take advantage of an unusual situation in the field of automobile insurance, resulting from a substantial decrease in the number of accidents together with high investment returns. According to the author, on the whole the automobile insurance reform has given a positive result
Sarah Brouillette, UNESCO and the Fate of the Literary
No full textAt a time when the notions of world literature and the globalization of culture are being evoked with greater frequency, Sarah Brouillette’s UNESCO and the Fate of the Literary serves as a timely reminder of the economic and political forces that affect the production and reception of literature. Brouillette’s examination of the role of UNESCO since its creation makes it possible to understand what she calls “the realities of production” (4) in their relation to UNESCO’s ideals and discredits..
Postcolonial print cultures
No full textThis article provides an overview of the contributions to a special issue on "Postcolonial Print Cultures". © The Author(s) 2013
'Tell it slant' : postcoloniality and the fiction of biographical authenticity in Hanif Kureishi’s My Ear at His Heart : Reading My Father
No full textIn Postcolonial Writers in the Global Literary Marketplace (2007), Sarah Brouillette expands on Graham Huggan’s exploration of the current entanglement between “the language of resistance” inherent to postcolonialism and “the language of commerce” intrinsic to postcoloniality (Huggan, 2001: 264). Connecting the successful marketing of postcolonial writing with the regime of postcoloniality, Brouillette argues that such a regime requires or projects a “biographical connection” (2007: 4) between text and author so that even postcolonial fiction can be thought of as offering a supposedly authentic or unmediated access to the cultural other. This article discusses Hanif Kureishi’s My Ear at His Heart: Reading My Father (2004), in which the British Asian author narrativizes his ambivalent relationship with his father and retraces the latter’s trajectory from India to the UK of the 1960s and 1970s. My aim is to show how this memoir is very much concerned with the relationship between postcolonialism and postcoloniality even as it foregrounds issues of genre, authorship, and (af)filiation. Highlighting the ambiguities and impossibilities inherent in any referential pact (see Lejeune, 1975), My Ear at His Heart not only complicates the demand for “biographical authenticity” that is seen by Brouillette to condition the niche marketing of postcolonial literatures, the memoir also alludes to the reception of Kureishi’s own work, which was framed by “autobiographical” readings of his early novels. Through an analysis of the ways in which My Ear at His Heart re-places issues of postcoloniality and genre at the heart of the father–son relationship, I wish to suggest that Kureishi still has “something to tell us” about the commodification of “minority” cultures, provided that postcolonial scholarship starts taking issues of form seriously
Periodizing the Anglophone African Novel: Location(s) in a Transnational Literary Marketplace
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EXPOSITION DÉMINEURS
No full textEXPOSITION DÉMINEURS Association La Colline (Fred Soupa) et Sarah Przybyl (Laboratoire MIGRINTER) Salle Decencière, 43 Place Charles de Gaulle (face à l'église Notre-Dame, au fond à droite de la cour de la Faculté de droit) LE 21 JUIN À 18h30 INAUGURATION DE L'EXPOSITION Projections & débat Invités : Marine Bertrand et Martine Brouillette, citoyennes engagées dans le soutien aux mineurs isolés étrangers Le 5 JUILLET à 17h30 Projections & débat Invité : Aurélie Guitton, coordinatrice de l..
Exploration de l'adaptation du modèle psychoéducatif au Nunavik : étude de cas d'un projet communautaire
No full textLe Nunavik voit naître un mouvement de mobilisation communautaire qui a pour but de développer des approches locales et culturellement adaptées pour soutenir le bien-être des jeunes et de leurs familles. C’est dans ce contexte que des leaders inuits ont fait appel à un groupe de recherche ayant pour mandat de soutenir le mouvement et de le documenter. Étudiante en psychoéducation impliquée dans ce projet, j’ai voulu explorer les capacités adaptatives de la psychoéducation au projet en cours de développement. Ce mémoire consiste en une étude de cas de Tasiurvik, le premier centre faisant partie du mouvement régional. La présente étude a pour but de répondre à deux questions de recherche, soit : En analysant par l'entremise de la structure d’ensemble psychoéducative, l'implantation d'activités organisées et animées par et avec des personnes locales , que pouvons - nous apprendre sur les réalités et défis d'une programmation ground-up dans une communauté au Nunavik? et en tentant cette analyse des activités dans un centre communautaire au Nunavik à partir de la structure d’ensemble psychoéducative que pouvons nous apprendre sur l'adaptatbilité et la pertinence de ce modèle analytique en contexte interculturel? Nous prenons « l’activité » comme angle d’étude. La collecte de donnée se base sur 8 entrevues semi-structurées avec des personnes impliquées dans le projet local, des notes de terrain issues de cinq voyages dans la communauté ainsi que des rapports d’activité écrits par des membres de la communauté ayant animé des activités. Nous utilisons une approche interculturelle pour l’analyse des données, et nous nous positionnons en tant qu'outsider (Lockhart, 1982), porteur de culture dans cette analyse. Les données sont organisées selon les différentes composantes de la structure d’ensemble développée par Gendreau (2001). Nous explorons les similarités, variances et les différences dans les façons de concevoir les activités et la programmation de ces activités. L’analyse suggère plusieurs similitudes entre la structure d’ensemble et les activités organisées à Tasiurvik, notamment l’importance de l’animateur, du moyen de mise en relation et du système de reconnaissance. Certaines données ne trouvaient pas de composante pour les
accueillir, nous suggérons donc l’ajout de deux composantes, soit la composante langue et la i
composante contraintes. Certaines données correspondant à des composantes particulières mettaient en lumière des éléments qui varient de la définition offerte par Gendreau (2001). On pense ici à ce qui a trait à la planification explicite, comme la mise sur pied de codes et procédures ou de responsabilités. On remarque aussi des différences en ce qui concerne l’axe central. Les objectifs ont peu d’importance comparativement au moyen de mise en relation, lequel est normalement un élément périphérique, mais qui s’avère, dans le cas de Tasiurvik, avoir un rôle plus central.Communities of Nunavik and their leaders are currently creating important forms of mobilization in an effort to develop local and culturally appropriate approaches to support the wellbeing of children and their families. In this context, the Inuit leaders reached out to a research group to help document and support this movement. As a psychoeducation student involved in this research project, my goal is to explore the adaptive qualities of psychoeducation in the context of the project under development. This thesis is based on the particular case study of a 'family center', Tasiurvik, first community-based center for families. We documented the activities of the family center through eight semi-structured interviews conducted with people involved in the local project, field notes taken during stays in the community at five different occasions and the activity reports written by volunteers responsible for activities in the center. Our analysis is driven by two specific questions : What can we learn about the realities and challenges of creating a program from the ground up ? What can we learn about our own psychoeducational frame of reference with regards to its adaptability and relevance in a different cultural context ?
We take on an intercultural approach for our data analysis, positioning ourselves as 'outsiders' (Lockhart,1982), observers bearing our own cultural biases. We then categorize the data according to the components in Gendreau's overall structure model (2001). After researching the similarities, variances and differences between Gendreau's suggested model to plan activities and Tasiurvik's own ways, we identified certain similarities, such as the pivotal role of volunteers as facilitators, the importance of connections and of a recognition system. However, certain key aspects of the data could not easily be related to any of the components of the traditional psychoeducational model from Gendreau. Moreover, some of the data pertaining to specific components revealed information that somewhat challenged or complemented Gendreau's definitions of said components. Such variations were noted in the establishment of codes and procedures or responsibilities. Other significant differences came to light with regards to the central axis, where the objective component are of little importance, iii
whereas the means to create connection, which is normally a peripheral component, becomes more of a central one. The results brought us to conclude that some adjustment would be required to make the model more comprehensive. We propose the addition of two new components, namely the language and constraint components, and we reflect upon spaces of mutual exchange in different sources of knowledge
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