Suchergebnisse

Since the worsening of the Syrian conflict and the fall of the Libyan regime, the multiplication of migrant camps at the gates of the European Union has become a reality. They are often invisible, as in the Balkans, sometimes covered by the media, as in Calais in France, but also and above all regularly exploited, as on the Aegean islands in Greece. They are in fact consecrating a "Fortress Europe" whose hotspot approach has become the cornerstone. Since then, the States of the European Union have been implementing increasingly sophisticated strategies to avoid including children in the camps in a formal school programme, and educational dynamics are coming to life within the camps. The function of education in emergency situations is then overturned, as it becomes a tool for survival rather than for post-crisis or post-conflict redevelopment. Beyond a reflection on the mechanisms leading to the development of schools in the camps, this thesis proposes a confrontation of the reciprocal influences maintained by these two objects and analyses their consequences on the daily life of migrants. It makes a contribution to the field of migration sociology by describing the production of social relationships that lastingly and profoundly modify the structure of the camps. Until now, apart from the fact that literature on education in camp contexts has been scarce, it has mainly come from UN agencies. Consequently, it focused on practical, child-focused aspects, learning modalities and psychosocial support techniques. In fact, little thought was given to the reason for the existence of an educational complex within the camp, its importance for the students' families or its contribution to the migratory journey of adults, sometimes without children. In order to remedy this, this work draws on the Chicago School's interactionist literature to go beyond the framework of the school's traditional target audience of children and focus on all its users. Finally, the three years of investigation in France, Greece, Italy, ...

Since the worsening of the Syrian conflict and the fall of the Libyan regime, the multiplication of migrant camps at the gates of the European Union has become a reality. They are often invisible, as in the Balkans, sometimes covered by the media, as in Calais in France, but also and above all regularly exploited, as on the Aegean islands in Greece. They are in fact consecrating a "Fortress Europe" whose hotspot approach has become the cornerstone. Since then, the States of the European Union have been implementing increasingly sophisticated strategies to avoid including children in the camps in a formal school programme, and educational dynamics are coming to life within the camps. The function of education in emergency situations is then overturned, as it becomes a tool for survival rather than for post-crisis or post-conflict redevelopment. Beyond a reflection on the mechanisms leading to the development of schools in the camps, this thesis proposes a confrontation of the reciprocal influences maintained by these two objects and analyses their consequences on the daily life of migrants. It makes a contribution to the field of migration sociology by describing the production of social relationships that lastingly and profoundly modify the structure of the camps. Until now, apart from the fact that literature on education in camp contexts has been scarce, it has mainly come from UN agencies. Consequently, it focused on practical, child-focused aspects, learning modalities and psychosocial support techniques. In fact, little thought was given to the reason for the existence of an educational complex within the camp, its importance for the students' families or its contribution to the migratory journey of adults, sometimes without children. In order to remedy this, this work draws on the Chicago School's interactionist literature to go beyond the framework of the school's traditional target audience of children and focus on all its users. Finally, the three years of investigation in France, Greece, Italy, ...

Since the worsening of the Syrian conflict and the fall of the Libyan regime, the multiplication of migrant camps at the gates of the European Union has become a reality. They are often invisible, as in the Balkans, sometimes covered by the media, as in Calais in France, but also and above all regularly exploited, as on the Aegean islands in Greece. They are in fact consecrating a "Fortress Europe" whose hotspot approach has become the cornerstone. Since then, the States of the European Union have been implementing increasingly sophisticated strategies to avoid including children in the camps in a formal school programme, and educational dynamics are coming to life within the camps. The function of education in emergency situations is then overturned, as it becomes a tool for survival rather than for post-crisis or post-conflict redevelopment. Beyond a reflection on the mechanisms leading to the development of schools in the camps, this thesis proposes a confrontation of the reciprocal influences maintained by these two objects and analyses their consequences on the daily life of migrants. It makes a contribution to the field of migration sociology by describing the production of social relationships that lastingly and profoundly modify the structure of the camps. Until now, apart from the fact that literature on education in camp contexts has been scarce, it has mainly come from UN agencies. Consequently, it focused on practical, child-focused aspects, learning modalities and psychosocial support techniques. In fact, little thought was given to the reason for the existence of an educational complex within the camp, its importance for the students' families or its contribution to the migratory journey of adults, sometimes without children. In order to remedy this, this work draws on the Chicago School's interactionist literature to go beyond the framework of the school's traditional target audience of children and focus on all its users. Finally, the three years of investigation in France, Greece, Italy, ...

Les bouleversements climatiques sans précédent dans l'histoire de notre espèce que l'on connaît aujourd'hui ne peuvent être cantonnés à la sphère environnementale. Ils sont liés, par ce qui les cause, à l'ensemble de nos sociétés, de nos cultures et du système économique dominant. Il convient d'adopter une approche de plus en plus comparatiste et transdisciplinaire afin de répondre à une urgence globale. Sans analyser les crises écologiques et en s'appuyant sur les spécificités culturelles d'un corpus français, Stéphanie Posthumus propose d'allier la théorie et la fiction pour créer de nouveaux concepts permettant d'articuler des subjectivités inédites. Cette alliance se fait par des lectures « écologiques », qui feront émerger quatre concepts phares : la subjectivité écologique, l'habitat écologique, l'écologie politique et les fins écologiques. Tous sont interreliés et essentiels pour repenser les hommes et leur relation à leur environnement. Avançant par questionnements autant que par réponses, S. Posthumus nous conduit à nous interroger sur la relation entre l'humain et la nature, autant que sur le rôle (actuel et futur) de la littérature dans un monde en transformation. ; The 21st century is marked by unprecedented environmental issues and the climate change. These dramatic have a direct impact on societies all over the planet. Yet actually, our globalized societies, our consumption culture and our economic system are the source for many environmental issues and especially climate change. In order to find a proper response to this global emergency, we need a comparatist and transdisciplinary approach. For example, Stephanie Posthumus proposes to analyze the current ecological crisis by using literary theory and fiction instead of focusing on scientific theory, in order to create new concepts which give rise to new subjectivities. Her approach is based on the cultural specificities of French literature. By unifying literary theory and fiction, Posthumus uses, while creating it, the approach of "ecological readings". This approach has four key concepts : "ecological subjectivity", "ecological dwelling", "ecological politic" and "ecological ends". They are interconnected and central to the goal that aims to rethink humans and their environment. The author's argument is shaped through questions as well as responses, and it leads us to challenge our point of views about our relation to nature, but also on the present and future role played by literature in a changing and unstable world.

Les bouleversements climatiques sans précédent dans l'histoire de notre espèce que l'on connaît aujourd'hui ne peuvent être cantonnés à la sphère environnementale. Ils sont liés, par ce qui les cause, à l'ensemble de nos sociétés, de nos cultures et du système économique dominant. Il convient d'adopter une approche de plus en plus comparatiste et transdisciplinaire afin de répondre à une urgence globale. Sans analyser les crises écologiques et en s'appuyant sur les spécificités culturelles d'un corpus français, Stéphanie Posthumus propose d'allier la théorie et la fiction pour créer de nouveaux concepts permettant d'articuler des subjectivités inédites. Cette alliance se fait par des lectures «écologiques», qui feront émerger quatre concepts phares: la subjectivité écologique, l'habitat écologique, l'écologie politique et les fins écologiques. Tous sont interreliés et essentiels pour repenser les hommes et leur relation à leur environnement. Avançant par questionnements autant que par réponses, S. Posthumus nous conduit à nous interroger sur la relation entre l'humain et la nature, autant que sur le rôle (actuel et futur) de la littérature dans un monde en transformation. ; The 21st century is marked by unprecedented environmental issues and the climate change. These dramatic have a direct impact on societies all over the planet. Yet actually, our globalized societies, our consumption culture and our economic system are the source for many environmental issues and especially climate change. In order to find a proper response to this global emergency, we need a comparatist and transdisciplinary approach. For example, Stephanie Posthumus proposes to analyze the current ecological crisis by using literary theory and fiction instead of focusing on scientific theory, in order to create new concepts which give rise to new subjectivities. Her approach is based on the cultural specificities of French literature. By unifying literary theory and fiction, Posthumus uses, while creating it, the approach of "ecological readings". This approach has four key concepts : "ecological subjectivity", "ecological dwelling", "ecological politic" and "ecological ends". They are interconnected and central to the goal that aims to rethink humans and their environment. The author's argument is shaped through questions as well as responses, and it leads us to challenge our point of views about our relation to nature, but also on the present and future role played by literature in a changing and unstable world.

Comparative historical sociology has never been convincingly institutionalized in Quebec Studies. Specialists of Quebec Studies, like Gerard Bouchard, have however used comparisons to better understand Quebec. Comparative historical sociology is an important method even though it remains undertheorized in Quebec. Comparative historical sociology includes, however, a significant number of risks that the researcher should be aware of when undertaking research on Quebec. The first risk relates to the transculturality of concepts, the second is to postulate the universality of social practices, and the last is about the scientific nature of a research. Nevertheless, comparative analysis as a critical method is a powerful scientific tool for the objectification of results. The comparative method is also a very effective means to criticize and improve global theories. Adapted from the source document.

Introduction /Paul D. Morris --Première partie : interrogations théoriques et critiques --Six theses on transculturality : a view from the new world /Afef Benessaieh --À la recherche du Canadien : l'idée de métissage culturel, un aboutissement identitaire? /Franck Chignier-Riboulon --L'altérité comme catégorie politique fondatrice : une lecture girardienne du multiculturalisme canadien /Paul Brochu et Anne Sechin --Deuxième partie : métissage dans l'espace public --L'économie de la distinction : dialogue culturel, francophonie et développement /Étienne Rivard --Identité ethnolinguistique, profil socioéconomique et santé mentale des jeunes adultes métis du Manitoba /Danielle de Moissac, Ndeye Rokhaya Gueye et Stéfan Delaquis --Troisième partie : métissage/transculturalism et discours littéraire --"To live in the borderlands means... " : border thinking and the transcultural poetics of Lee Maracle /Astrid M. Fellner --"What do you write?" : science-fiction, genre expectations, and indigneous writing in Drey Hayden Taylor's alterNatives /Svetlana Seibel --Itinéraires de vie, itinéraires de textes chez Régine Robin /Adina Balint --Quatrième partie : les métis et le métissage culturel au Canada, et ailleurs --Le comportement ethnopolitique des Métis de la lakoutie (Sibérie orientale) et de l'Ouest canadien : perspective comparative /Mikhail Bashkirov --Material métissage : moccasins as example of the materialisation on influences on Metis identity /Christoph Laugs --Coopération et conciliation en milieu colonial? Les auxiliaires métis de la police montée, 1874-1900 /Peter Carrington et Aurelio Ayala --Les immigrants catholiques à Toronto et à Montréal : le passage d'une Église-nation à une Église multiculturelle (1908-1969) /Jean-Philippe Croteau --Présentation des auteurs.

The 21st century is marked by unprecedented environmental issues and the climate change. These dramatic have a direct impact on societies all over the planet. Yet actually, our globalized societies, our consumption culture and our economic system are the source for many environmental issues and especially climate change. In order to find a proper response to this global emergency, we need a comparatist and transdisciplinary approach. For example, Stephanie Posthumus proposes to analyze the current ecological crisis by using literary theory and fiction instead of focusing on scientific theory, in order to create new concepts which give rise to new subjectivities. Her approach is based on the cultural specificities of French literature. By unifying literary theory and fiction, Posthumus uses, while creating it, the approach of "ecological readings". This approach has four key concepts : "ecological subjectivity", "ecological dwelling", "ecological politic" and "ecological ends". They are interconnected and central to the goal that aims to rethink humans and their environment. The author's argument is shaped through questions as well as responses, and it leads us to challenge our point of views about our relation to nature, but also on the present and future role played by literature in a changing and unstable world. ; Les bouleversements climatiques sans précédent dans l'histoire de notre espèce que l'on connaît aujourd'hui ne peuvent être cantonnés à la sphère environnementale. Ils sont liés, par ce qui les cause, à l'ensemble de nos sociétés, de nos cultures et du système économique dominant. Il convient d'adopter une approche de plus en plus comparatiste et transdisciplinaire afin de répondre à une urgence globale. Sans analyser les crises écologiques et en s'appuyant sur les spécificités culturelles d'un corpus français, Stéphanie Posthumus propose d'allier la théorie et la fiction pour créer de nouveaux concepts permettant d'articuler des subjectivités inédites. Cette alliance se fait par des lectures ...