Le Nord polyvalent, un projet de synthèse

Le mythe du Nord au Canada se reconnaît dans un grand éventail d’expressions, historiographie, peinture, musique, tourisme, et encore. Il a pu véhiculer différentes idéologies, notamment nationalistes ou, plus souvent, contestataires, et il se trouve dans les patrimoines culturels français, anglais et indigène. Outre sa valeur symbolique nationale et sa référence géographique évidente, le Nord canadien rejoint celui d’autres pays, comme on a pu le constater surtout dans la peinture comparée. En plus, d’autres mythèmes s’agglutinent facilement au Nord: la forêt, le voyage aventureux, le Sauvage... Sans prétendre cerner la totalité de ce mythe tentaculaire, nous essayons de dégager ses traits essentiels

Higher education as a space for promoting the psychosocial well-being of refugee students

Objective: This study aimed to investigate how well a single higher education institution (HEI) was perceived to be meeting the psychosocial support needs of refugee students and to identify possible ways in which the HEI might better promote refugee students’ psychosocial well-being. / Design: Adopting an exploratory, focused case study design, the research employed a qualitative interpretive approach utilising three data collection methods: narrative inquiry, Photovoice and key informant interviews. The social ecological model and the health-promoting university approach guided the enquiry and analysis. / Setting: A single HEI in London, UK. / Results: Refugee student-participants reported stressful and traumatic experiences at different points in their migratory experience. Participants were motivated by being involved in education but identified barriers to seeking institutional support to improve their health and well-being. Student-participants and staff identified ways in which support for refugee student well-being could be improved. / Conclusion: Refugee students were found to have specific health and well-being support needs which were not met due to a range of organisational constraints. The social ecological model and the health-promoting university offer frameworks for HEIs to respond better to the diverse health and well-being needs of students