47 research outputs found
ĂlĂšves considĂ©rĂ©s Ă risque : analyse critique des discours en interaction lors dâun dĂ©bat mĂ©diatisĂ© sur lâinclusion en milieu scolaire montrĂ©alais
Lâobjet de cette recherche est le discours sur lâĂ©lĂšve dit Ă risque. Dâun point de vue critique, cette recherche dĂ©crit et interprĂšte ce discours par lâĂ©tude dâun cas : un dĂ©bat mĂ©diatisĂ© sur lâinclusion scolaire survenu Ă MontrĂ©al en 2016-2017.
IntĂ©grĂ© aux pratiques en Ă©ducation et en recherche, le discours sur lâĂ©lĂšve dit Ă risque vĂ©hicule de multiples conceptions et reflĂšte un certain sens commun (Brown, 2016; Portelli et al., 2007; Hardy et Maguire, 2016). Par cette recherche, il est Ă©tudiĂ© selon lâapproche de lâanalyse critique du discours (ACD) (Fairclough et al., 2011). LâACD est fondĂ©e sur les idĂ©aux de la critique sociale : la dĂ©mystification des rapports de pouvoir et la contribution Ă la transformation sociale pour favoriser lâĂ©mancipation (Assoun, 2001).
Cette recherche analyse quatre dimensions du discours tirĂ©es de la thĂ©orie critique par lâACD : les formes linguistiques, lâexplication, le processus de production, de circulation et de consommation du discours et les pratiques sociales. Ă partir de ces dimensions, une typologie a Ă©tĂ© bĂątie en y intĂ©grant des discours sur lâĂ©lĂšve dit Ă risque identifiĂ©s par Portelli et al. (2007) : les discours axĂ©s sur les dĂ©ficits, les discours libĂ©raux, les discours Ă©ducatifs officiels et les discours critiques.
Une « boite Ă outils » pour lâanalyse linguistique (Wodak et Boukala, 2015) a aussi Ă©tĂ© dĂ©veloppĂ©e selon une approche en ACD, celle de lâanalyse historique (AHD) (Reisigl et Wodak, 2001, 2009; Wodak, 2001; Wodak et Boukala, 2015). LâAHD sâattarde Ă des processus discursifs dĂ©finissant les rapports de pouvoir : les stratĂ©gies discursives et les dispositifs linguistiques. Trois stratĂ©gies discursives proposĂ©es en AHD ont Ă©tĂ© analysĂ©es : (1) les stratĂ©gies de rĂ©fĂ©rences et de nomination; (2) les stratĂ©gies de prĂ©dication; et (3) les stratĂ©gies dâargumentation. Pour les expliquer, les dispositifs linguistiques suivants ont fait lâobjet dâun repĂ©rage et dâune interprĂ©tation : les mĂ©taphores et les schĂšmes argumentatifs.
Lâanalyse porte sur un corpus de textes mĂ©diatisĂ©s (N = 33) publiĂ©s en 2016-2017 dans le cadre du dĂ©bat : des textes dâun syndicat enseignant (n = 22), dâune commission scolaire (n = 3) et des textes mĂ©diatiques (n = 8). La validation des rĂ©sultats par une analyse diachronique a nĂ©cessitĂ© la constitution dâun corpus de validation externe (N = 7) rĂ©unissant des textes sur des enjeux quĂ©bĂ©cois relatifs Ă lâinclusion, parus entre 2010 et 2019.
Les discours Ă©tudiĂ©s recoupent des dimensions des discours axĂ©s sur les dĂ©ficits, des discours libĂ©raux et des discours Ă©ducatifs officiels. Les discours critiques sont cependant peu reprĂ©sentĂ©s. Or, les donnĂ©es nâont pas permis dâexplication Ă©vidente Ă partir de la typologie inspirĂ©e de Portelli et al. (2007). Selon nos rĂ©sultats, pour le cas Ă©tudiĂ©, la situation des Ă©lĂšves dits Ă risque est dĂ©finie comme une contrainte systĂ©mique. Une conclusion significative de cette recherche dĂ©coule de ce constat. En effet, les rĂ©sultats ont permis de proposer, par un deuxiĂšme registre dâanalyse, un nouveau type de discours sur la situation de lâĂ©lĂšve dit Ă risque : le discours axĂ© sur la contrainte systĂ©mique.The target of this research is the discourse about the student designated as at-risk. From a critical perspective, this research describes and interprets this discourse through a case study: a mediated debate on inclusive education that occurred in Montreal in 2016-2017.
Embedded in education and research practices, the discourse on the student designated as at-risk conveys multiple conceptions and reflects a certain common sense (Brown, 2016; Portelli et al., 2007; Hardy & Maguire, 2016). Through this research, it is studied using the critical discourse analysis (CDA) approach (Fairclough et al., 2011). CDA is based on the ideals of social criticism: demystifying power relations and contributing to social transformation to foster emancipation (Assoun, 2001).
This research analyzes four dimensions of discourse drawn from critical theory by CDA: linguistic forms, explanation, the process of production, circulation and consumption of discourse, and social practices. Based on these dimensions, a typology was constructed by incorporating discourses about the student designated as at-risk that were identified by Portelli et al. (2007): deficit discourses, liberal discourses, official educational discourses, and critical discourses.
A âtoolkitâ for linguistic analysis (Wodak & Boukala, 2015) has also been developed using a CDA approach, that of discourseâhistorical approach (DHA) (Reisigl & Wodak, 2001, 2009; Wodak, 2001; Wodak & Boukala, 2015). DHA focuses on discursive processes that define power relations: discursive strategies and linguistic devices. Three discursive strategies proposed in AHD were analyzed: (1) strategies of reference and naming; (2) strategies of predication and (3) argumentative strategies. To explain them, the following linguistic devices were identified and interpreted: metaphors and argumentative patterns.
The analysis focuses on a corpus of mediated texts (N = 33) published in 2016-2017 in the context of the debate: texts from a teachersâ union (n = 22), a school board (n = 3), and media texts (n = 8). Validation of the results through a diachronic analysis required the constitution of an external validation corpus (N = 7) gathering texts on Quebec issues related to inclusion between 2010 and 2019.
The discourses studied overlapped with dimensions of deficit-oriented, liberal, and formal educational discourses. Critical discourses, however, are poorly represented. Yet, the data did not allow for a clear explanation based on the typology inspired by Portelli et al. (2007). According to our results, for the case studied, the situation of the student designated as at-risk is defined as a systemic constraint. A significant conclusion of this research stems from this finding. Indeed, the results have made it possible to propose, through a second register of analysis, a new type of discourse about the situation of student designated as at-risk: the discourse based on systemic constraints
AnĂĄlise comparativa e crĂtica dos padrĂ”es de competĂȘncia para diretores de escolas: Em uma perspectiva inclusiva e de equidade no Quebec
This article presents the results of a comparative and critical study of the competency standards of QuĂ©bec school administrators compared with seven other education systems within the Organisation for Economic Co-operation and Development (OECD). An inductive-type analysis has made it possible to identify the social categories targeted in the standards, the vision of school leaders as well as the competencies that are likely to help advance educational and societal goals of equity, inclusion, and social justice. Three contrasting perspectives emerge from this analysis. In Australia, California, and the United States, principals are explicitly encouraged to take action against structures and practices that undermine the educational success and social recognition of minority groups. In British Columbia and New Zealand, statements about social diversity focus more on the transformation of individual practices. Finally, in the standards of England, Texas and QuĂ©bec, only a few generic statements referring to the differentiated needs of students and their success have been identified. They are instead characterized by a managerial approach oriented toward results that are measurable and cost controlled. In conclusion, a more in-depth analysis of the QuĂ©bec standards opens the door to a new competency model and recommendations.Este artĂculo presenta los resultados de un estudio comparativo y crĂtico de los estĂĄndares de competencia de los administradores escolares de QuĂ©bec en comparaciĂłn con otros siete sistemas educativos dentro de la OrganizaciĂłn para la CooperaciĂłn y el Desarrollo EconĂłmico (OCDE). Un anĂĄlisis de tipo inductivo ha permitido identificar las categorĂas sociales a las que se dirigen los estĂĄndares, la visiĂłn de los lĂderes escolares y las competencias que pueden ayudar a avanzar en los objetivos educativos y sociales de equidad, inclusiĂłn y justicia social. Tres perspectivas contrastantes emergen de este anĂĄlisis. En Australia, California y los Estados Unidos, se anima explĂcitamente a los directores a tomar medidas contra las estructuras y prĂĄcticas que socavan el Ă©xito educativo y el reconocimiento social de los grupos minoritarios. En Columbia BritĂĄnica y Nueva Zelanda, las declaraciones sobre diversidad social se centran mĂĄs en la transformaciĂłn de las prĂĄcticas individuales. Finalmente, en los estĂĄndares de Inglaterra, Texas y Quebec, solo se han identificado unas pocas declaraciones genĂ©ricas que se refieren a las necesidades diferenciadas de los estudiantes y su Ă©xito. En cambio, se caracterizan por un enfoque gerencial orientado hacia resultados que son medibles y controlados por los costos. En conclusiĂłn, un anĂĄlisis mĂĄs profundo de los estĂĄndares de QuĂ©bec abre la puerta a un nuevo modelo de competencia y recomendaciones.Este artigo apresenta os resultados de um estudo comparativo e crĂtico dos padrĂ”es de competĂȘncia dos administradores das escolas de Quebec, em comparação com outros sete sistemas de ensino da Organização para Cooperação e Desenvolvimento EconĂŽmico (OCDE). Uma anĂĄlise do tipo indutivo tornou possĂvel identificar as categorias sociais direcionadas nos padrĂ”es, a visĂŁo dos lĂderes das escolas, bem como as competĂȘncias que provavelmente ajudarĂŁo a avançar as metas educacionais e sociais de equidade, inclusĂŁo e justiça social. TrĂȘs perspectivas contrastantes emergem dessa anĂĄlise. Na AustrĂĄlia, CalifĂłrnia e Estados Unidos, os diretores sĂŁo explicitamente incentivados a agir contra estruturas e prĂĄticas que comprometem o sucesso educacional e o reconhecimento social de grupos minoritĂĄrios. Na ColĂșmbia BritĂąnica e na Nova ZelĂąndia, as declaraçÔes sobre diversidade social se concentram mais na transformação de prĂĄticas individuais. Finalmente, nos padrĂ”es da Inglaterra, Texas e Quebec, apenas algumas declaraçÔes genĂ©ricas referentes Ă s necessidades diferenciadas dos estudantes e seu sucesso foram identificadas. Em vez disso, sĂŁo caracterizados por uma abordagem gerencial orientada para resultados mensurĂĄveis e controlados por custos. Em conclusĂŁo, uma anĂĄlise mais aprofundada dos padrĂ”es de Quebec abre as portas para um novo modelo de competĂȘncia e recomendaçÔes
An administrator competency in equity and diversity : new frames of reference and training : an executive summary
Ce document est une traduction de : SynthĂšse du rapport "Les compĂ©tences des directions en matiĂšre dâĂ©quitĂ© et de diversitĂ© : pistes pour les cadres de rĂ©fĂ©rence et la formation" du Groupe de travail sur les compĂ©tences et la formation des directions en matiĂšre dâĂ©quitĂ© et de diversitĂ©
Alterations in Gut Microbiome in Cirrhosis as Assessed by Quantitative Metagenomics: Relationship With Acute-on-Chronic Liver Failure and Prognosis
Background and Aims: Cirrhosis is associated with changes in gut microbiome composition. Although acute-on-chronic liver failure (ACLF) is the most severe clinical stage of cirrhosis, there is lack of information about gut microbiome alterations in ACLF using quantitative metagenomics. We investigated the gut microbiome in patients with cirrhosis encompassing the whole spectrum of disease (compensated, acutely decompensated without ACLF, and ACLF). A group of healthy subjects was used as control subjects. Methods: Stool samples were collected prospectively in 182 patients with cirrhosis. DNA library construction and sequencing were performed using the Ion Proton Sequencer (ThermoFisher Scientific, Waltham, MA). Microbial genes were grouped into clusters, denoted as metagenomic species. Results: Cirrhosis was associated with a remarkable reduction in gene and metagenomic species richness compared with healthy subjects. This loss of richness correlated with disease stages and was particularly marked in patients with ACLF and persisted after adjustment for antibiotic therapy. ACLF was associated with a significant increase of Enterococcus and Peptostreptococcus sp and a reduction of some autochthonous bacteria. Gut microbiome alterations correlated with model for end-stage liver disease and Child-Pugh scores and organ failure and was associated with some complications, particularly hepatic encephalopathy and infections. Interestingly, gut microbiome predicted 3-month survival with good stable predictors. Functional analysis showed that patients with cirrhosis had enriched pathways related to ethanol production, Îł-aminobutyric acid metabolism, and endotoxin biosynthesis, among others. Conclusions: Cirrhosis is characterized by marked alterations in gut microbiome that parallel disease stages with maximal changes in ACLF. Altered gut microbiome was associated with complications of cirrhosis and survival. Gut microbiome may contribute to disease progression and poor prognosis. These results should be confirmed in future studies
Effect of Lactobacillus rhamnosus CGMCC1.3724 supplementation on weight loss and maintenance in obese men and women
The present study investigated the impact of a Lactobacillus rhamnosus CGMCC1.3724 (LPR) supplementation on weight loss and maintenance in obese men and women over 24 weeks. In a double-blind, placebo-controlled, randomised trial, each subject consumed two capsules per d of either a placebo or a LPR formulation (1·6Ă108 colony-forming units of LPR/capsule with oligofructose and inulin). Each group was submitted to moderate energy restriction for the first 12 weeks followed by 12 weeks of weight maintenance. Body weight and composition were measured at baseline, at week 12 and at week 24. The intention-to-treat analysis showed that after the first 12 weeks and after 24 weeks, mean weight loss was not significantly different between the LPR and placebo groups when all the subjects were considered. However, a significant treatmentĂsex interaction was observed. The mean weight loss in women in the LPR group was significantly higher than that in women in the placebo group (P=0·02) after the first 12 weeks, whereas it was similar in men in the two groups (P=0·53). Women in the LPR group continued to lose body weight and fat mass during the weight-maintenance period, whereas opposite changes were observed in the placebo group. Changes in body weight and fat mass during the weight-maintenance period were similar in men in both the groups. LPR-induced weight loss in women was associated not only with significant reductions in fat mass and circulating leptin concentrations but also with the relative abundance of bacteria of the Lachnospiraceae family in faeces. The present study shows that the Lactobacillus rhamnosus CGMCC1.3724 formulation helps obese women to achieve sustainable weight los
Racisme et Ă©ducation antiraciste : mieux comprendre pour mieux enseigner : guide dâaccompagnement du webdocumentaire
Comprend des rĂ©fĂ©rences bibliographiques et webographiquesLe webdocumentaire intitulĂ© : Racisme et antiracisme : mieux comprendre pour mieux enseigner a Ă©tĂ© conçu pour la formation initiale du personnel scolaire. Il est accompagnĂ© dâun guide dâaccompagnement."Le racisme, les discriminations et le respect des droits et libertĂ©s interpellent plus que jamais les milieux scolaires. Ă cet Ă©gard, le rapport du Groupe dâaction contre le racisme (Gouvernement du QuĂ©bec, 2020) recommande de miser autant sur lâĂ©ducation des jeunes que sur la formation des personnes enseignantes â notamment en rendant ces thĂšmes obligatoires dans la formation initiale du personnel scolaire Ă lâuniversitĂ©.
Politologue, sociologue et spĂ©cialiste de ces enjeux depuis plus de 25 ans, la professeure Maryse Potvin du DĂ©partement dâĂ©ducation et formation spĂ©cialisĂ©es dĂ©voile un webdocumentaire et son guide dâaccompagnement qui rĂ©pondent Ă cet appel. Conçus pour la formation des enseignantes et enseignants, ils visent Ă se conscientiser, Ă se responsabiliser et Ă transformer son propre milieu en Ă©tablissant des pratiques dâenseignement antiracistes et inclusives.
Ă travers une sĂ©rie de fiches et de capsules vidĂ©o avec des experts et des jeunes, ces outils comportent deux grandes parties :La premiĂšre vise un objectif de conscientisation et de comprĂ©hension du phĂ©nomĂšne du racisme. Elle explique lâhistoire, les fondements, les concepts, les dynamiques et les «paliers» du racisme, afin que les personnes enseignantes sâapproprient ces concepts et comprennent Ă la fois les dynamiques, les dĂ©fis et les liens entre racisme, discriminations, droits, Ă©quitĂ©, ou radicalisation.La seconde met en contact avec la voix des personnes touchĂ©es par le racisme Ă lâĂ©cole et suggĂšre des pistes et des ressources pĂ©dagogiques permettant de lutter contre le racisme et pour lâinclusion. Elle vise aussi Ă poser un regard rĂ©flexif et critique sur les manifestations du racisme dans son milieu scolaire et Ă sâoutiller afin de transformer les pratiques et les comportements qui portent prĂ©judice Ă certains groupes dâapprenants. Ces outils aident Ă©galement Ă identifier des pistes dâactionet des activitĂ©s transfĂ©rables, qui peuvent aussi ĂȘtre utilisĂ©es pour aborder la question du racisme ou des prĂ©jugĂ©s avec les Ă©lĂšves."-- UQAMPartie A â Se conscientiser : le racisme, un processus par paliers --1. Quâest-ce que le racisme, ses diffĂ©rentes formes ou manifestations ?-- 2. Quelles sont les mutations du racisme au fil du temps ? Un peu dâhistoire -- 3. Quels sont les diffĂ©rents « paliers » du racisme ?-- Fiche du palier 1 â CatĂ©gorisation, assignation, stĂ©rĂ©otype et prĂ©jugĂ© -- Fiche du palier 2 â Les discours dâopinion racistes et le rĂŽle des mĂ©dias traditionnels et sociaux-- Fiche du palier 3 â Discrimination et respect des droits -- Fiche du palier 4 â Formes extrĂȘmes de racisme -- Partie B â Responsabilisation et action pour la transformation -- Regards des jeunes -- Pratiques antiracistes, pour une Ă©cole juste et inclusive -- Liste des rĂ©fĂ©rences bibliographiques -- Ressources pour aller plus loin
RĂ©cits de pratiques de directions dâĂ©tablissement dâenseignement au QuĂ©bec : illustration dâune compĂ©tence pour lâĂ©quitĂ©, lâinclusion et la justice sociale
Plusieurs recherches internationales ont montrĂ© lâeffet du leadership des directions dâĂ©tablissement dâenseignement afin de rĂ©pondre Ă des visĂ©es dâĂ©quitĂ©, dâinclusion et de justice sociale en Ă©ducation (Khalifa, 2018 ; Riehl, 2009). Cet article prĂ©sente une dĂ©marche inspirĂ©e de la recherche-dĂ©veloppement qui avait comme objectif dâexemplifier un modĂšle de compĂ©tence dĂ©veloppĂ© pour soutenir les directions dâĂ©tablissement dâenseignement dans lâinstauration de milieux Ă©ducatifs inclusifs favorisant lâaction face aux inĂ©galitĂ©s, exclusions et discriminations (Larochelle-Audet et al., 2018a). Une boĂźte Ă outils a ainsi Ă©tĂ© conçue avec des directions dâĂ©cole, les principaux utilisateurs ciblĂ©s, pour illustrer par des rĂ©cits de pratique les composantes de cette compĂ©tence.Several international studies have shown the impact of the school principalâs leadership in the struggle for equity, inclusion and social justice in education (Khalifa, 2018; Riehl, 2009). This article presents an initiative inspired by research and development that aimed to guide school principalâs in the actualization of a competency model developed to support them with the establishment of inclusive educational environments that promote action against inequalities, exclusions and discrimination (Larochelle-Audet et al., 2018a). Using practice narratives, a toolbox was designed with the input of targeted usersâschool principalsâ to illustrate the four components of the competency.
Eucaloric Balanced Diet Improved Objective Sleep in Adolescents with Obesity
International audienceBackground: A better understanding of the influence of energy balance on sleep in adolescents, particularly those with obesity, could help develop strategies to optimize sleep in these populations. The purpose of this study was to investigate sleep under ad libitum-vs-controlled diets adjusted to energy requirement (eucaloric) among adolescents with obesity and their normal weight controls. Methods: Twenty-eight male adolescents aged between 12 and 15 years, n = 14 adolescents with obesity (OB: BMI â„ 90th centile) and n = 14 normal weight age matched controls (NW), completed an experimental protocol comprising ad libitum or eucaloric meals for three days, in random order. During the third night of each condition, they underwent in home polysomnography (PSG). Results: An interaction effect of energy intake (EI) was detected (p < 0.001). EI was higher during ad libitum compared to the eucaloric condition (p < 0.001) and in OB compared to NW (p < 0.001) in the absence of any substantial modification to macronutrient proportions. Analyses of energy intake distribution throughout the day showed a significant interaction with both a condition and group effect during lunch and dinner. Sleep improvements were noted in OB group during the eucaloric condition compared to ad libitum with reduced sleep onset latency and N1 stage. Sleep improvements were correlated to reduced EI, especially during the evening meal. Conclusion: Simply adjusting dietary intake to energy requirement and reducing the energy proportion of the evening meal could have therapeutic effects on sleep in adolescents with obesity. However, positive energy balance alone cannot justify worsened sleep among adolescents with obesity compared to normal weight counterparts