Un espace à construire pour le désir...

Question de femme ou question d'être? Y a-t-il un être au féminin ou une manière d'être femme? Des femmes interrogent la psychanalyse. Cet article propose un retour sur la notion de castration et sur les développements entourant la signification du phallus. L'expérience de la castration est présentée comme étant étroitement liée au processus de la sexuation et à la constitution même du sujet parlant. Cet article tente de faire état de la position féminine, qui questionne la castration. La psychanalyse n'apporte pas une réponse, elle pose une limite : celle de l'ordre symbolique dans lequel l'être parlant est inscrit. En deçà de cette limite de la castration, il reste à construire pour chaque femme et chaque homme, dans le Québec contemporain, un espace pour le désir.It is a matter of being woman or simply of being? Is there actually a feminine way to be? Here, women put psychanalysis into question. This article suggests a return to the notion of castration and to the developments surrounding the significance of the phallus. The castration experience is presented as being closely liked to the process of sexualization and to the individual's self-realization. The authors advance the woman's point of view, which questions castration. They find that psychoanalysis does not provide an answer, but imposes a limit: that of a symbolic order in which the individual must fit. Within the limiting phenomenon of castration, there remains the need for every man and woman in contemporary Québec society to share a sense of desire

Le FORUM, Vol. 34 No. 2

https://digitalcommons.library.umaine.edu/francoamericain_forum/1026/thumbnail.jp

L’étude du menu comme représentation de l’identité culinaire québécoise : le cas des menus au Château Frontenac

Les arts de la table et la bonne bouffe font partie intégrante de la culture québécoise et lui donnent en grande partie son charme et son cachet. Avec plus de 400 ans d’histoire, la ville de Québec représente un lieu propice et riche non seulement pour l’étude de l’identité culinaire québécoise et franco-canadienne, mais aussi quant à l’évolution de la cuisine canadienne en général. Notre objet d’étude, le menu, se situe au croisement de l’historiographie, des food studies, des études canadiennes et de la traductologie. Nous y faisons valoir, à partir d’un corpus unique (les menus archivés du Château Frontenac), que le menu est un lieu discursif riche en pistes d’analyse et relativement inexploré. D’ailleurs, notre étude se propose d’analyser les normes langagières, sociales et culinaires présentes dans ces menus, et ainsi de dégager quelques tendances relatives aux identités culinaires québécoise, canadienne et franco-canadienne.Quebec City is largely defined by its rich culinary scene. Indeed, culinary arts and gastronomy are part and parcel of the Québécois lifestyle, and of Quebec City’s appeal. As such, with over 400 years of history, Quebec City is an extremely interesting cultural space from which to begin research pertaining to the birth not only of Québécois and French-Canadian culinary identity, but also of the development of Canadian cuisine as a whole. This paper brings together the theoretical perspectives of historiography, food studies, Canadian studies, and translation studies in order to delve into the written discourses that have shaped Québécois and Canadian culinary identities. Menus provide one example of the written culinary discourses that contribute to the formation of culinary identities, yet remain relatively unexplored in the Canadian context. Using a unique corpus of archived menus from the Château Frontenac, the paper attempts to identify some of the linguistic, social, and culinary norms present in these menus, and begins to map some overarching trends pertaining to Québécois, Canadian, and French-Canadian culinary identities

Infants' ability to use language as a guide to inductive inference

The present studies were designed to address whether infants use language to guide their inferences about novel objects. In Study 1, forty-eight infants from two age groups (16-18 and 20-22 months) participated in a task which used exploratory play as a window on inferential abilities. Infants explored novel toys presented in pairs: The first toy produced an interesting but non-obvious property while the second toy was invisibly altered such that it failed to produce the target property. In the Labeled condition both toys were moderately similar in appearance and given a common label. In the Unlabeled Control condition moderately similar toys were talked about in a general way as were dissimilar toys in the Baseline Control condition. The frequency of infants' attempts to elicit the target property was marginally higher in the Unlabeled Control condition compared to the Baseline Control condition. This suggests that infants may have, with difficulty, perceived the greater degree of similarity between moderately similar toys in the Unlabeled Control condition compared to the dissimilar toys in the Baseline Control condition. When toys were labeled, infants across the 16-22 month range attempted to reproduce the target property with the second toy more frequently than in the Unlabeled Control condition indicating that they used the object labels to guide their inferences about object properties. Study 2 compared the frequency of infants' attempts to elicit the target property from the second toy when two toys were given a common label (Same Label condition) as opposed to different labels (Different Label condition). Eighteen 20- to 22-month-olds showed a marginally higher frequency of target actions in the Same Label condition compared to the Different Label condition suggesting that they understood that two toys should share a common label before that label can be used to guide expectations about object properties. Together these studies provide evidence that infants from 20 months of age understand that object labels can be used as a guide to inference, and some suggestion that this ability may be present from 16 months.Arts, Faculty ofPsychology, Department ofGraduat

L’enseignement de la traduction au Canada : réflexions à la suite de leçons tirées de la pandémie, de la justice sociale et des changements en milieux universitaires

Depuis les années 1960 (et notamment les écrits de Paolo Freire), l’idée d’une pédagogie critique, qui refuserait les idées reçues, est bien implantée quoique peu discutée au-delà de la formation ou de la recherche en éducation. De surcroît, les études portant sur ce paradigme sont principalement diffusées en anglais, à quelques rares exceptions (voir Desmarais et al., 2020; Rousseau et al., 2013). Enfin, depuis le début de la pandémie en 2020, de nombreuses universités ont dû s’adapter aux circonstances, ce qui a mené à l’idée d’un « monde d’après », sans que l’on sache à quel point ce dernier tiendra compte de préoccupations bien établies, comme la conception universelle de l’apprentissage, la prépondérance des « nouvelles » technologies autant dans l’enseignement que dans le milieu du travail, ou l’appel de plus en plus marqué pour une plus grande justice sociale, pour ne citer que ces exemples. Selon cette perspective, nous remettons aussi en question certaines normes préconisées dans les programmes de traduction au Canada, par exemple, la place accordée aux langues officielles au détriment des langues issues de flux migratoires ou des langues autochtones. Comment revoir les normes traductives et institutionnelles qui ne desservent plus nos cohortes à l’ère du numérique et de l’automatisation? Comment repenser une vision prescriptive et normative de la langue dans des contextes évolutifs, marqués par la migration et les changements démographiques? Nous proposons une réflexion critique tout en suggérant quelques pistes concrètes pour créer des espaces d’apprentissage plus équitables et humanisants, plus favorables à la réussite et une formation « citoyenne » de la traduction (v. Basalamah, 2005). En effet, en traduction, nous sommes dans la position relativement unique de pouvoir proposer de nombreux textes à nos étudiant·e·s, ce qui permet d’assurer que leur vision du monde change progressivement pour s’ouvrir à d’autres réalités.The critical pedagogy movement, inspired by the work of Paolo Freire, started in the 1960s and has since provided a framework for contesting the status quo in education. However, critical pedagogy remains largely unfamiliar to those outside of education and education research. Extant literature is primarily published in English, with only a few exceptions (e.g. Desmarais et al., 2020; Rousseau et al., 2013). With the onset of the pandemic in 2020, universities had to adapt to a rapidly shifting landscape, which led to reflections on what a post-pandemic world might look like. Would post-pandemic campuses integrate universal design for learning in all disciplines? What about the increasing role of technology and online connectivity in post-secondary education and the workplace? What about the calls for greater social justice that existed pre-pandemic, but that became all the more pressing as the pandemic exacerbated pre-existing asymmetries? These questions underpin our reflection and the teaching strategies we propose. More specifically, we interrogate some of the long-standing norms in Canadian translation programs, for instance, the “exaltation” of the official languages over languages of migration and Indigenous languages (see Thobani, 2007). How might we reconsider or reframe some of our pedagogical practices, so that they may better serve today’s student demographics and better reflect the realities of an increasingly connected, digital, and automated world? Can we move away from prescriptivism and normative language instruction given the shifting demographic and linguistic profile of Canada? This critical reflection serves as a step towards a more reflexive and equitable pedagogy in translator training in Canada, which we believe can only contribute to student success. Translation programs provide a unique context in which to expose our students to a range of texts and worldviews and, as such, to encourage them to become “citizen translators” (see Basalamah, 2005)