Multi- et interculturalisme: Les cas canadien et québécois
In: Le débat: histoire, politique, société ; revue mensuelle, Band 186, Heft 4, S. 33-43
ISSN: 2111-4587
In: Le débat: histoire, politique, société ; revue mensuelle, Band 186, Heft 4, S. 33-43
ISSN: 2111-4587
In: Outre-terre: revue française de géopolitique, Band 48, Heft 3, S. 92-111
ISSN: 1951-624X
Since the 2000s with the UNESCO Declaration on Cultural Diversity as a Common Heritage of Humanity (2001), the Faro Convention in Europe (2005), which affirms the cultural value of heritage for society and then the European Year of Cultural Dialogue (2008), the international bodies which are committed to promoting peace and developing a good "living together" seem to agree that culture in its diversity can make a common heritage. They see this as the opportunity to connect and make sense beyond the economic, ecological and political crises that post-modern societies are going through. As if cultures once heritage ensured dialogue between individuals and human groups. This would lead to a recognition of everyone that is conducive to overcoming injustices such as games of interest and power. The rise in recognition as heritage, and more so as a world heritage, would thus give the culture of every person's legitimacy and place. This number proposes to examine how interculturality takes place in heritage activities. How do the individuals and groups concerned and their interlocutors build intercultural practices in heritage activities or processes? Reciprocally, how is the heritage dimension activated in intercultural practices? ; International audience ; Since the 2000s with the UNESCO Declaration on Cultural Diversity as a Common Heritage of Humanity (2001), the Faro Convention in Europe (2005), which affirms the cultural value of heritage for society and then the European Year of Cultural Dialogue (2008), the international bodies which are committed to promoting peace and developing a good "living together" seem to agree that culture in its diversity can make a common heritage. They see this as the opportunity to connect and make sense beyond the economic, ecological and political crises that post-modern societies are going through. As if cultures once heritage ensured dialogue between individuals and human groups. This would lead to a recognition of everyone that is conducive to overcoming injustices such as ...
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Introducing interculturalism in the new curriculum and the textbooks in primary education constitutes an educational innovation integrated in the Greek educational system that was put into effect in 2005 in order to address the new social needs created by the sociopolitical and economical changes which transformed the Greek society into a multicultural one .The objective of our research is to trace, on one hand, interculturalism as an educational innovation in the new curriculum and the textbooks of primary schools, and, on the other hand, the space given by primary school teachers – both generalists and subject specialists – to the content and the intercultural activities as these appear in their discourse. According to the primary hypothesis of this research, the classroom practices, as these are presented by primary school teachers, provide, in their majority, little space to the content and the corresponding activities, taking into consideration the linguistic and cultural heterogeneity of students. For these purposes a combined methodology was adopted – specifically a quantitative (questionnaires addressed to 96 teachers) and a qualitative (analysis of interview data from 24 teachers and the content of the official documents) approach. According to the findings of this research, our primary hypothesis might be validated. However, some of the subordinate theoretical conjectures of our primary hypothesis were not validated, calling us for further research. ; L'introduction de la dimension interculturelle dans les nouveaux curricula et les manuels didactiques de l'enseignement obligatoire constitue une innovation éducative dans le système éducatif grec, mise en vigueur dès la rentrée 2005 afin de répondre aux nouveaux besoins sociaux créés par les mutations sociopolitiques et économiques qui ont transformé, en deux décennies, la société grecque en société multiculturelle. L'objectif de notre recherche est de repérer, d'une part, la dimension interculturelle en tant qu'innovation éducative dans les nouveaux ...
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Introducing interculturalism in the new curriculum and the textbooks in primary education constitutes an educational innovation integrated in the Greek educational system that was put into effect in 2005 in order to address the new social needs created by the sociopolitical and economical changes which transformed the Greek society into a multicultural one .The objective of our research is to trace, on one hand, interculturalism as an educational innovation in the new curriculum and the textbooks of primary schools, and, on the other hand, the space given by primary school teachers – both generalists and subject specialists – to the content and the intercultural activities as these appear in their discourse. According to the primary hypothesis of this research, the classroom practices, as these are presented by primary school teachers, provide, in their majority, little space to the content and the corresponding activities, taking into consideration the linguistic and cultural heterogeneity of students. For these purposes a combined methodology was adopted – specifically a quantitative (questionnaires addressed to 96 teachers) and a qualitative (analysis of interview data from 24 teachers and the content of the official documents) approach. According to the findings of this research, our primary hypothesis might be validated. However, some of the subordinate theoretical conjectures of our primary hypothesis were not validated, calling us for further research. ; L'introduction de la dimension interculturelle dans les nouveaux curricula et les manuels didactiques de l'enseignement obligatoire constitue une innovation éducative dans le système éducatif grec, mise en vigueur dès la rentrée 2005 afin de répondre aux nouveaux besoins sociaux créés par les mutations sociopolitiques et économiques qui ont transformé, en deux décennies, la société grecque en société multiculturelle. L'objectif de notre recherche est de repérer, d'une part, la dimension interculturelle en tant qu'innovation éducative dans les nouveaux ...
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During the 1980's and 1990's, French Catholic schools, homogeneous by tradition, experienced a radical demographical change in clientele and were faced with a greater ethnical diversity that was not without ethnical tension. Confronted with the considerable increase of "Bill 101 children", the Montreal Catholic School Board (MCSB) adopted a global policy regarding the management of diversity based primarily on the appreciation of first language cultures and languages, intercultural education, and on the promotion of interethnic relationships. However, the French schools' gradual adjustment to diversity clashes with the religious nature of their structure and with the "Christian Education Project" developed by the School Board.* * La traduction du résumé est d'Alexandre Dussault et de Catherine Élie, sous la supervision de leur professeure d'anglais, Diane Pigeon. ; Dans les années 1980 et 1990, l'école franco-catholique, traditionnellement homogène, connaît une transformation radicale de sa clientèle sur le plan démographique et doit faire face à une plus grande diversité ethnique qui n'est pas sans entraîner des tensions ethniques. Confrontée à l'afflux considérable des «enfants de la loi 101», la Commission des écoles catholiques de Montréal (CECM) se dote d'une politique globale en matière de gestion de la diversité principalement axée sur la valorisation des langues et des cultures d'origine, l'éducation interculturelle et la promotion des relations interethniques. Toutefois, cette adaptation progressive des écoles françaises au pluralisme se heurte à la confessionnalité des structures scolaires et au «projet éducatif chrétien» mis de l'avant par la Commission.
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School attainment of children of immigrants, implemented policies, and current French debates about interculturalism in education. ; Position scolaire des enfants d'immigrés dans les années 1990, politiques mises en oeuvre, et débats autour de la pluralité culturelle
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School attainment of children of immigrants, implemented policies, and current French debates about interculturalism in education. ; Position scolaire des enfants d'immigrés dans les années 1990, politiques mises en oeuvre, et débats autour de la pluralité culturelle
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School attainment of children of immigrants, implemented policies, and current French debates about interculturalism in education. ; Position scolaire des enfants d'immigrés dans les années 1990, politiques mises en oeuvre, et débats autour de la pluralité culturelle
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In: Studii Europene, Heft 2, S. 94-105
The paper sets out to discuss a three stage framework for tackling the European intercultural dialogue and invokes Edgar Morin's method that consists of three principles: dialogic, recursive, and hologrammatic. Firstly, it considers the idea of the consciousness of European intercultural dialogue and the attitudes that influence the changing trends. Secondly, it recalls some of the first peculiar manifestations of European interculturalism. Finally, it points out the idea of Europe through the prism of the universality of science and the specificity of literature, and the importance of the intercultural education.
International audience ; Hier soll gezeigt werden, wie bestimmte Merkmale der Triestiner Literatur der Jahrhundertwende – wie etwa der Zweifel an der Sprache oder das Interesse an naturwissenschaftlichem Wissen – mit der besonderen politischen Lage der Stadt Triest im Vielvölkerstaat in Zusammenhang stehen. Die sogenannte « italienische Universitätsfrage » hinderte die Triestiner Italiener daran, innerhalb der Habsburger Monarchie eine akademische Ausbildung in italienischer Sprache zu erhalten, und zwang sie, sich entweder für einen geisteswissenschaftlichen Studiengang in Florenz oder für einen naturwissenschaftlichen bzw. technischen in Wien zu entscheiden. Diese Spannung trug zwar zur Identitätskrise der Triestiner bei, schuf aber auch günstige Bedingungen für das Entstehen einer spezifi schen Form der ästhetischen Moderne. ; This paper aims at showing how aesthetical problems in the literature of a multicultural area are intimately connected with historical and political structures. The lack of an Italian university in Habsburg Trieste forced the young Italians of the city to choose between education in Arts in Florence and education in Sciences in Vienna. The tension resulting from this polarisation may explain the lack of "cultural tradition" in Trieste, but also the importance of the choice and the practice of literary language by Triestine writers, a condition of the modernity of this literature. ; Cet article se propose de montrer comment certaines caractéristiques de la littérature triestine au début du siècle - comme le scepticisme vis-à-vis de la langue ou l'intérêt pour la connaissance scientifique - sont liées à la situation politique particulière de la ville de Trieste dans la double monarchie austro-hongroise. La "question universitaire italienne" empêchait les Italiens triestins de recevoir un enseignement universitaire en italien au sein de la monarchie habsbourgeoise, les obligeant à choisir entre des études de lettres à Florence ou de sciences et techniques à Vienne. Si cette tension a contribué à la crise d'identité des Triestins, elle a également créé les conditions favorables à l'émergence d'une forme spécifique de modernisme esthétique.
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International audience ; Hier soll gezeigt werden, wie bestimmte Merkmale der Triestiner Literatur der Jahrhundertwende – wie etwa der Zweifel an der Sprache oder das Interesse an naturwissenschaftlichem Wissen – mit der besonderen politischen Lage der Stadt Triest im Vielvölkerstaat in Zusammenhang stehen. Die sogenannte « italienische Universitätsfrage » hinderte die Triestiner Italiener daran, innerhalb der Habsburger Monarchie eine akademische Ausbildung in italienischer Sprache zu erhalten, und zwang sie, sich entweder für einen geisteswissenschaftlichen Studiengang in Florenz oder für einen naturwissenschaftlichen bzw. technischen in Wien zu entscheiden. Diese Spannung trug zwar zur Identitätskrise der Triestiner bei, schuf aber auch günstige Bedingungen für das Entstehen einer spezifi schen Form der ästhetischen Moderne. ; This paper aims at showing how aesthetical problems in the literature of a multicultural area are intimately connected with historical and political structures. The lack of an Italian university in Habsburg Trieste forced the young Italians of the city to choose between education in Arts in Florence and education in Sciences in Vienna. The tension resulting from this polarisation may explain the lack of "cultural tradition" in Trieste, but also the importance of the choice and the practice of literary language by Triestine writers, a condition of the modernity of this literature. ; Cet article se propose de montrer comment certaines caractéristiques de la littérature triestine au début du siècle - comme le scepticisme vis-à-vis de la langue ou l'intérêt pour la connaissance scientifique - sont liées à la situation politique particulière de la ville de Trieste dans la double monarchie austro-hongroise. La "question universitaire italienne" empêchait les Italiens triestins de recevoir un enseignement universitaire en italien au sein de la monarchie habsbourgeoise, les obligeant à choisir entre des études de lettres à Florence ou de sciences et techniques à Vienne. Si cette tension a ...
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In: PUM, Libre Accès
INTRODUCTION -- Le défi interculturel -- PREMIÈRE PARTIE -- De l'interculturalisme québécois -- CHAPITRE 1 -- Quel métier pour l'interculturalisme au Québec? -- L'interculturalisme après la Commission Bouchard-Taylor -- Les angles morts de l'interculturalisme -- La distanciation du multiculturalisme -- L'instrumentalisation du dialogue interculturel -- Les registres de l'interculturel -- Interculturalisme ou interculturel? -- Bibliographie -- CHAPITRE 2 -- L'interculturalisme et la Commission Bouchard-Taylor -- Définir l'interculturalisme -- Le rapport final -- Une expérience québécoise
In the face of growing ethnic and cultural diversification, States can rely on four main modes of action: assimilation as a form of exclusion in its more violent forms (monoculturalism); dualizing differenciation (interculturalism); pluralist institutionalization (multiculturalism) and relational integration (transculturalism). Based on the case of Canada, this paper seeks to better define these approaches to the contemporary management of ethnocultural diversity, while more particularly suggesting to consider transculturalism as a form of 'deep multiculturalism' providing normative indications to an otherwise mostly legalist framework.
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In: Politique et sociétés, Band 29, Heft 1, S. 145-180
ISSN: 1203-9438
Interculturalism has been praised for some time, particularly in Quebec, as a better model of ethnocultural diversity management. Though it is said to be more inclusive & respectful of ethnocultural minority claims, it does little to curb the sociocultural hegemony of Eurodescendant majorities. It fails as a result both to renew democracy & develop the foundations of a more generous & open citizenship. On the basis of a critical examination of the main tenets of interculturalist discourse, this paper proposes a theoretical & normative critique toward an alternative conception of the restrictive social philosophy that currently informs the management of ethnocultural diversity in Quebec. Adapted from the source document.