International audience ; Cet article se propose d'explorer l'impact du 11 septembre sur la notion du vivre ensemble au sein de la société canadienne, caractérisée, à l'instar de son voisin américain, par une diversité de cultures. Le débat sur l'identité nationale au Canada s'articule sans cesse autour de la politique de multiculturalisme qui, adoptée en 1971, avait pour but de gérer le pluralisme et de permettre aux différents groupes en présence de préserver leurs particularismes culturels, mais qui n'a jamais cessé d'être source de controverses. La remise en question du modèle multiculturaliste est d'autant plus forte dans la province du Québec où la langue française occupe une place centrale mais où la difficulté d'intégrer les nouveaux arrivants dans cette langue demeure bien réelle. À ce problème s'ajoute le débat houleux sur les accommodements raisonnables dans la province. Les demandes de dérogation aux lois présentées par des membres des minorités ethniques et religieuses qui, au nom de leurs croyances et pratiques religieuses, prend appui sur la politique multiculturelle et sur la liberté de religion garantie par les chartes, provoquent des tensions au sein de la société et viennent fragiliser le projet de cohésion sociale défendu depuis longtemps par le Québec.Cet article s'appuie sur un corpus théorique mais également sur une recension de la presse canadienne et québécoise de mai 2008 (date du dépôt du rapport de la Commission Bouchard-Taylor − la commission de consultation sur les pratiques d'accommodement reliées aux différences culturelles − dévoilant notamment ses conclusions sur l'intégration sociale, linguistique, économique et politique des minorités) à 2011.
Beetween 1940 and 1945, French school geography underwent remarkable upheavals. These were partially rooted in pre-war didactic reflexions and partially the result of political circumtances. As earlu as 1940, the Vichy regime mobilized the teaching og geography to serve its ideology: the school geography curriculum was revised in order to spread the ideas of the "National Revolution" and the number of hours taught increased. It was under these circumstances that Emmanuel de Martonne obtained the creation of an "agrégation" of geography distinct from the "agrégation" of history; the first session was organised at the Liberation. While the Vichy curriculum was them rapidly repealed after 1945 geography retained the official number of hours equal to those of history. The teaching of this subject appeared to come throught these dramatic years stronger than before. ; Entre 1940 et 1945, la géographie scolaire française connaît des bouleversements remarquables. Ils sont pour partie issus des réflexions pédagogiques d'avant-guerre et pour partie le fruit des circonstances politiques. Dès 1940, le régime de Vichy mobilise l'enseignement de la géographie au service de son idéologie : les programmes scolaires de géographie sont revus pour diffuser les idées de la « Révolution nationale » et les horaires d'enseignement sont augmentés. C'est dans ce contexte qu'Emmanuel de Martonne obtient la création d'une agrégation de géographie, distincte de l'agrégation d'histoire ; le premier concours a lieu à la Libération. Si les programmes scolaires de Vichy sont ensuite rapidement abrogés, l'enseignement de la géographie conserve après 1945 un horaire officiel égal à celui de l'histoire. L'enseignement apparaît renforcé au sortir de ces années dramatiques.
Beetween 1940 and 1945, French school geography underwent remarkable upheavals. These were partially rooted in pre-war didactic reflexions and partially the result of political circumtances. As earlu as 1940, the Vichy regime mobilized the teaching og geography to serve its ideology: the school geography curriculum was revised in order to spread the ideas of the "National Revolution" and the number of hours taught increased. It was under these circumstances that Emmanuel de Martonne obtained the creation of an "agrégation" of geography distinct from the "agrégation" of history; the first session was organised at the Liberation. While the Vichy curriculum was them rapidly repealed after 1945 geography retained the official number of hours equal to those of history. The teaching of this subject appeared to come throught these dramatic years stronger than before. ; Entre 1940 et 1945, la géographie scolaire française connaît des bouleversements remarquables. Ils sont pour partie issus des réflexions pédagogiques d'avant-guerre et pour partie le fruit des circonstances politiques. Dès 1940, le régime de Vichy mobilise l'enseignement de la géographie au service de son idéologie : les programmes scolaires de géographie sont revus pour diffuser les idées de la « Révolution nationale » et les horaires d'enseignement sont augmentés. C'est dans ce contexte qu'Emmanuel de Martonne obtient la création d'une agrégation de géographie, distincte de l'agrégation d'histoire ; le premier concours a lieu à la Libération. Si les programmes scolaires de Vichy sont ensuite rapidement abrogés, l'enseignement de la géographie conserve après 1945 un horaire officiel égal à celui de l'histoire. L'enseignement apparaît renforcé au sortir de ces années dramatiques.
Beetween 1940 and 1945, French school geography underwent remarkable upheavals. These were partially rooted in pre-war didactic reflexions and partially the result of political circumtances. As earlu as 1940, the Vichy regime mobilized the teaching og geography to serve its ideology: the school geography curriculum was revised in order to spread the ideas of the "National Revolution" and the number of hours taught increased. It was under these circumstances that Emmanuel de Martonne obtained the creation of an "agrégation" of geography distinct from the "agrégation" of history; the first session was organised at the Liberation. While the Vichy curriculum was them rapidly repealed after 1945 geography retained the official number of hours equal to those of history. The teaching of this subject appeared to come throught these dramatic years stronger than before. ; Entre 1940 et 1945, la géographie scolaire française connaît des bouleversements remarquables. Ils sont pour partie issus des réflexions pédagogiques d'avant-guerre et pour partie le fruit des circonstances politiques. Dès 1940, le régime de Vichy mobilise l'enseignement de la géographie au service de son idéologie : les programmes scolaires de géographie sont revus pour diffuser les idées de la « Révolution nationale » et les horaires d'enseignement sont augmentés. C'est dans ce contexte qu'Emmanuel de Martonne obtient la création d'une agrégation de géographie, distincte de l'agrégation d'histoire ; le premier concours a lieu à la Libération. Si les programmes scolaires de Vichy sont ensuite rapidement abrogés, l'enseignement de la géographie conserve après 1945 un horaire officiel égal à celui de l'histoire. L'enseignement apparaît renforcé au sortir de ces années dramatiques.
Beetween 1940 and 1945, French school geography underwent remarkable upheavals. These were partially rooted in pre-war didactic reflexions and partially the result of political circumtances. As earlu as 1940, the Vichy regime mobilized the teaching og geography to serve its ideology: the school geography curriculum was revised in order to spread the ideas of the "National Revolution" and the number of hours taught increased. It was under these circumstances that Emmanuel de Martonne obtained the creation of an "agrégation" of geography distinct from the "agrégation" of history; the first session was organised at the Liberation. While the Vichy curriculum was them rapidly repealed after 1945 geography retained the official number of hours equal to those of history. The teaching of this subject appeared to come throught these dramatic years stronger than before. ; Entre 1940 et 1945, la géographie scolaire française connaît des bouleversements remarquables. Ils sont pour partie issus des réflexions pédagogiques d'avant-guerre et pour partie le fruit des circonstances politiques. Dès 1940, le régime de Vichy mobilise l'enseignement de la géographie au service de son idéologie : les programmes scolaires de géographie sont revus pour diffuser les idées de la « Révolution nationale » et les horaires d'enseignement sont augmentés. C'est dans ce contexte qu'Emmanuel de Martonne obtient la création d'une agrégation de géographie, distincte de l'agrégation d'histoire ; le premier concours a lieu à la Libération. Si les programmes scolaires de Vichy sont ensuite rapidement abrogés, l'enseignement de la géographie conserve après 1945 un horaire officiel égal à celui de l'histoire. L'enseignement apparaît renforcé au sortir de ces années dramatiques.
Beetween 1940 and 1945, French school geography underwent remarkable upheavals. These were partially rooted in pre-war didactic reflexions and partially the result of political circumtances. As earlu as 1940, the Vichy regime mobilized the teaching og geography to serve its ideology: the school geography curriculum was revised in order to spread the ideas of the "National Revolution" and the number of hours taught increased. It was under these circumstances that Emmanuel de Martonne obtained the creation of an "agrégation" of geography distinct from the "agrégation" of history; the first session was organised at the Liberation. While the Vichy curriculum was them rapidly repealed after 1945 geography retained the official number of hours equal to those of history. The teaching of this subject appeared to come throught these dramatic years stronger than before. ; Entre 1940 et 1945, la géographie scolaire française connaît des bouleversements remarquables. Ils sont pour partie issus des réflexions pédagogiques d'avant-guerre et pour partie le fruit des circonstances politiques. Dès 1940, le régime de Vichy mobilise l'enseignement de la géographie au service de son idéologie : les programmes scolaires de géographie sont revus pour diffuser les idées de la « Révolution nationale » et les horaires d'enseignement sont augmentés. C'est dans ce contexte qu'Emmanuel de Martonne obtient la création d'une agrégation de géographie, distincte de l'agrégation d'histoire ; le premier concours a lieu à la Libération. Si les programmes scolaires de Vichy sont ensuite rapidement abrogés, l'enseignement de la géographie conserve après 1945 un horaire officiel égal à celui de l'histoire. L'enseignement apparaît renforcé au sortir de ces années dramatiques.
Esta tesis explora desde una perspectiva historiográfica feminista y decolonial, las manifestaciones de los sistemas de dominación clasistas, sexistas y racistas, presentes en los dictámenes psiquiátricos hechos a un grupo de mujeres recluidas en el Manicomio Departamental de Antioquia entre 1920 y 1950, momento en que se comienza a fortalecer el proyecto modernizador a partir de ciertas dinámicas sociales, políticas, económicas y culturales de la época. Basada en teorías feministas críticas, decoloniales y de los estudios culturales, la investigación cuestiona las implicaciones de escribir la historia desde los cánones hegemónicos que rigen esta disciplina, dando voz a quienes fueron tildadas de locas o enajenadas, al tiempo que muestra sus resistencias frente a los sistemas de dominación. Así mismo desordena el tiempo lineal y causal en el que generalmente se narra la historia, entrelazando diferentes momentos históricos, en la cual la historia de vida de la investigadora se presenta como uno de los puntos de partida. ; Abstract This thesis explores, from a feminist and decolonial historiographical perspective, the expressions of the class, sex and race domination systems present in the psychiatric diagnoses made to a group of women held in the Departmental Asylum of Antioquia between 1920 and 1950, when the modernization project began to strengthen through particular social, political, economic and cultural dynamics of the time. Based on feminist critical theories, decolonial and cultural studies, the inquiry questions the implications of writing history from the hegemonic canons governing this discipline; instead, it choses to give voice to those who were labeled as crazy or deranged showing their resistance against different systems of domination. Likewise, it challenges the causal linear time in which history is usually told choosing to interweave different historical moments in which the researcher life is presented as one of the starting points. ; Maestría
International audience ; 'The Problem of Social Cost' (Coase, 1960) asserts a normative role for the common-law judge, that of taking into account the economic consequences of his decisions in allocating property rights. This position is often accused of inconsistency: Coase sees the figure of the judge as willing and able to improve economic efficiency, but criticises the actors of public intervention, particularly regulators, for being fallible, vulnerable to political pressures, and lacking information. I shall show that Coase's giving this role to the judge stems precisely from his criticism of public intervention. This means that his figure of the judge escapes the tenets of the theoretical system that first rendered it necessary. Various reasons could explain this difference of treatment as between the judge and the other figures of public intervention in Coase's system, but Coase makes too strong an opposition between common law on one side and regulatory and statutory law on the other, and leaves unexplained the motivation of judges.
International audience ; 'The Problem of Social Cost' (Coase, 1960) asserts a normative role for the common-law judge, that of taking into account the economic consequences of his decisions in allocating property rights. This position is often accused of inconsistency: Coase sees the figure of the judge as willing and able to improve economic efficiency, but criticises the actors of public intervention, particularly regulators, for being fallible, vulnerable to political pressures, and lacking information. I shall show that Coase's giving this role to the judge stems precisely from his criticism of public intervention. This means that his figure of the judge escapes the tenets of the theoretical system that first rendered it necessary. Various reasons could explain this difference of treatment as between the judge and the other figures of public intervention in Coase's system, but Coase makes too strong an opposition between common law on one side and regulatory and statutory law on the other, and leaves unexplained the motivation of judges.
Children and youth belong to one of the most vulnerable groups in societies. This was the case even before the current humanitarian crises around the world which led millions of people and families to flee from wars, terror, poverty and exploitation. Minors have been denied human rights such as access to education, food and health services. They have been kidnapped, sold, manipulated, mutilated, killed, and injured. This has been and continues to be the case in both developed and developing countries, and it does not look as if the situation will improve in the near future. Rather, current geopolitical developments, political and economic uncertainties and instabilities seem to be increasing the vulnerability of minors, especially in the wars and armed conflicts currently being waged not only in Europe, but on almost every continent. How can risks children and youth are exposed to in times of transition be reduced? Which role do state agencies, non-governmental organisations, as well as children's coping strategies play in mitigating the vulnerabilities of minors? This volume addresses risks to which children and young people are exposed, especially in times of transition. The focus is on different groups of children in the European wartime and post-war societies of the Second World War, 'occupation children' in Germany, teenage National Socialist collaborators in Norway, and more recent cases such as child soldiers, refugee children, and children of European "Islamic State" fighters. The contributions come from international scholars and different academic disciplines (educational and social sciences, humanities, law, and international peace and conflict studies) and are based on historical, quantitative, and/or qualitative analyses. ; Children and youth belong to one of the most vulnerable groups in societies. This was the case even before the current humanitarian crises around the world which led millions of people and families to flee from wars, terror, poverty and exploitation. Minors have been denied human rights such as access to education, food and health services. They have been kidnapped, sold, manipulated, mutilated, killed, and injured. This has been and continues to be the case in both developed and developing countries, and it does not look as if the situation will improve in the near future. Rather, current geopolitical developments, political and economic uncertainties and instabilities seem to be increasing the vulnerability of minors, especially in the wars and armed conflicts currently being waged not only in Europe, but on almost every continent. How can risks children and youth are exposed to in times of transition be reduced? Which role do state agencies, non-governmental organisations, as well as children's coping strategies play in mitigating the vulnerabilities of minors? This volume addresses risks to which children and young people are exposed, especially in times of transition. The focus is on different groups of children in the European wartime and post-war societies of the Second World War, 'occupation children' in Germany, teenage National Socialist collaborators in Norway, and more recent cases such as child soldiers, refugee children, and children of European "Islamic State" fighters. The contributions come from international scholars and different academic disciplines (educational and social sciences, humanities, law, and international peace and conflict studies) and are based on historical, quantitative, and/or qualitative analyses.
En la presente investigación se analizará la propuesta de enseñanza de la historia que surgió en Colombia bajo el contexto político y social conocido como república conservadora (1880-1930), periodo en el que se estableció un marco educativo que estipuló como eje transversal una instrucción confesional, difundiendo la moral católica y la revalorización del legado hispánico en procura de legitimar la propuesta ideológica-política del gobierno y la consolidación de una representación del pasado de tipo conservadora. La enseñanza de la historia mediante los manuales, sirvió como un medio para este objetivo, al trazar los orígenes nacionales, los imaginarios patrióticos y una memoria oficial; además, coadyuvó a través de los contenidos, a instruir implícita o explícitamente, elementos ideológicos, políticos, morales, valores, deberes y lecciones que establecieron un proyecto formación ciudadana y de identidad nacional. ; Abstract. The present investigation will analyze the proposal teaching of history that emerged in Colombia during the political and social context known as conservative republic (1880-1930), a period in which an educational framework stipulated as a core principle the establishment of a confessional instruction spreading the Catholic moral and appreciation of Hispanic heritage in an attempt to legitimize the ideological-political government proposal and the consolidation of a conservative past representation. The teaching of history through textbooks, served as a means to this end, to trace national origins, patriotic imagery and an official memory. Furthermore, it assisted through the contents, to the implicit or explicit instruction of ideological, political, and moral elements, values, duties and lessons that established a citizenship development and national identity project. ; Maestría
According to the theory of human capital improvement of education attainment results in increase of income of human capital's owner. This issue is interest to majority of wage earners, all the more at the economic crisis. Authors of this paper analyze presence and closeness of connection between worker's education attainment and amount of salary on data of Kaluga region. In the paper probable reasons and discrepancy of revealed issue.
Artículo que analiza la reacción social y cultural de algunos pueblos de Manabí, provincia costanera ecuatoriana, especialmente de los partidos de Pueblo Viejo y La Canoa,ante las transformaciones políticas ocurridas en la península ibérica, entre 1812 y 1822. El trabajo explora la forma en que diferentes sectores sociales, incluidos indígenas y otros grupos subalternos, se apropiaron de las nociones de ciudadanía y soberanía, diseminadas especialmente en el contexto de la jura de la Constitución de Cádiz, expedida en 1812. Las autoridades coloniales denunciaron que estas actividades políticas estuvieron acompañadas de tumultos y actos de insubordinación. ; The article analyzes the social and cultural reaction of some villages from Manabí,an Ecuadorian coastal province, especially from the partidos of Pueblo Viejo and Canoa, in light of the political events occurred on the Iberian Peninsula between 1812 and 1822. The research explores the form in which different social sectors,including the indigenous and other subaltern groups, appropriated notions of citizenship and sovereignty, disseminated particularly in the context of the oath of the Constitution of Cadiz, issued in 1812. The colonial authorities reported that these political activities were accompanied by riots and acts of insubordination.
Klappentext: Food is more than just nutrition. Its preparation, presentation and consumption is a multifold communicative practice which includes the meal's design and its whole field of experience. How is food represented in cookbooks, product packaging or in paintings? How is dining semantically charged? How is the sensuality of eating treated in different cultural contexts? In order to acknowledge the material and media-related aspects of eating as a cultural praxis, experts from media studies, art history, literary studies, philosophy, experimental psychology, ethnology, food studies, cultural studies and design studies share their special approaches.
Preface: a storm over Powers Bluff -- Skunk Hill (Tah-qua-kik) -- Treaties, removals, and the great suppression -- New hope: the drum dance -- The spread of the drum dance -- The Skunk Hill ceremonial community -- Skunk Hill in history and today -- Appendix 1: Data for Skunk Hill and vicinity from the thirteenth census of the United States, 1910, special inquiries relating to Indians, Arpin Township, Wood County, Wisconsin , with notes by the author -- Appendix 2: Roll of Prairie Potawatomi with reservation allotments living in Wisconsin circa 1918, with notes by the author
