Inclusive Teaching Practices in a French for Professional Purposes Course at the U.S. Air Force Academy

This essay aims to explore inclusive teaching practices to be implemented in an advanced course on French for Professional Purposes at the U.S. Air Force Academy. It will equally illustrate how cadets explore economic, legal, political, and military aspects of the professional world in French-speaking countries, which enhance not only their personal future careers’ interests, but also contribute to the success of the Air Force’s military strategic interest in Francophone Africa. Cadets become acquainted with specialized vocabulary necessary in professional settings, as well as engage with questions relating to cultural differences and business ethics across different Francophone countries and regions

How can students-as-partners work address challenges to student, faculty, and staff mental health and well-being?

Mental health has emerged as a critical area of attention in higher education, and educational research over the last 15 years has focused increasingly on emotions and wellbeing at all stages of education (Hill et al., 2021). While definitions of well-being vary, most are premised on “good quality of life” (Nair et al., 2018, p. 69). Within the last few years, we have experienced an intersection of several forces that undermine or threaten good quality of life. These include the uncertainties prompted by the COVID-19 pandemic (Hews et al., 2022, U.S. Surgeon General, n.d.), climate change (Charlson et al., 2021), racism and social injustices (Williams & Etkins, 2021), the cost-of-living crisis (Montacute, 2023), and the lack of motivation and higher incidence of mental health issues associated with growing concerns about job prospects and income (Chowdhury et al., 2022). This fifth iteration of Voices from the Field explores some of the ways in which students-as-partners work can address challenges to the mental health and well-being of students, faculty, and staff. This focus, proposed by members of the IJSaP Editorial Board, both responds to the intersecting realities named above and remains true to the goal of this section of the journal, which is to offer a venue for a wide range of contributors to address important questions around and aspects of students-as-partners work without going through the intensive submission, peer-review, and revision processes. The prompt we included in the call for this iteration of Voices was: “In what ways can students-as-partners work address challenges to the mental health and well-being of students, staff, and faculty posed by the current realities in the wider world (socio-political, environmental, economic, etc.) that affect higher education?

Fabriquer le bonheur conjugal : sur l’argent et l’impuissance chez Tahar Ben Jelloun

Dans son dernier roman, intitulé de manière ironique Le Bonheur conjugal (2012), Tahar Ben Jelloun prépare soigneusement la recette d’un mariage infernal. Rien n’y manque dans ce pot au poison que constitue la vie commune des protagonistes: le choc des classes sociales entre un homme issu d’une famille aisée et une paysanne parvenue, la différence d’âge, l’immixtion de la belle-famille, la jalousie, l’adultère, la haine et la vengeance. Et pourtant c’est surtout l’argent, doublé d’une inévitable cupidité, qui représente la source des principaux conflits dans ce ménage. Cet article explore le rôle de l’argent dans la construction du bonheur et/ou du malheur conjugal, de même que la relation disproportionnelle entre la réussite financière et l’impuissance au sens propre et au figuré. Ces aspects seront analysés dans le cadre culturel marocain et français afin de faire ressortir le caractère universel des problèmes du couple dans la société contemporaine