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Interculturality of Disability Situations: From Designation to Recognition Year of publication: 2021 Author: Geneviève Piérart | Mélissa Arneton Corporate author: Alterstice Alterstice has been offering, for ten years, a unique space for scientific production responding to socially acute questions related to the consideration of inter-individual, social, and societal diversity. This thematic issue is linked to the creation in 2017 of a thematic axis within the International Association for Intercultural Research (ARIC). This network has enabled researchers to organize symposia questioning disability, intersectionality, and how the work carried out in more mainstream currents take into account or not the intercultural dimension to study the paradigm shift of disability. Fifteen years after the launch of the International Convention on the Rights of Persons with Disabilities (CRPD) marks a societal desire to renew living together at the international level as well as at the national level for the countries that have ratified it, as revealed by the work scientific studies carried out from an intercultural perspective. After an introduction to the notions of disability and interculturality, which also refer to designation processes, which may or may not be crossed and compared in scientific analysis. From a multidisciplinary perspective, different angles relating to the diversity of representations of disability and the issues it raises in situations of contact between cultures are discussed. 
The Genesis of the Category of “LGBT Refugee” Within the United Nations High Commissioner for Refugees Year of publication: 2021 Author: Ahmed Hamila Corporate author: Alterstice The international protection system is governed by the Geneva Convention of 1951, supplemented by the New York Protocol of 1967. These international conventions list five grounds for granting refugee status: persecution based on race, religion, nationality, membership of a certain social group, and political opinions. These international instruments do not explicitly recognize persecution based on sexual orientation and gender identity as grounds for granting refugee status. However, over the past three decades, the Office of the United Nations High Commissioner for Refugees (UNHCR) has come to recognize such persecution as grounds for granting international protection. In this article, I focus on the genesis of the "LGBT refugee" category within the UNHCR in the early 2000s. The essay argue that the emergence of this new category of refugees is part of two parallel dynamics, which both led to the development of the UNHCR Guidelines, which explicitly recognize persecution based on sexual orientation as a ground for granting refugee status. On the one hand, it is in the context of greater attention paid to refugee women, and in particular to gender-related persecutions, that persecutions related to sexual orientation are for the first time discussed. On the other hand, the category of “LGBT refugee” also appears in the context of the interpretation of the notion of “belonging to a certain social group”. 
“Racism, Sexism, Homophobia, Which Card do You Want?” The Post-Migration Experience of Northern LGBTQ People Global and Global South Year of publication: 2021 Author: Barbara Andrade de Sousa | Line Chamberland Corporate author: Alterstice This article examines the life stories of seven LGBTQ immigrants, from the Global North and South, who live in Montreal. The research on immigration has long been carried out according to a framework heteronormative, which sets aside a whole series of questions relating to the impact of sexual orientation and non-normative gender identity on the migratory experience. Societies impose distinct constraints on LGBTQ people. Once settled in the host society, these subjects can experience more sexual possibilities. However, their origin can become a marker that places them inside a relationship of power with the majority group. This article aims to shed light on how LGBTQ immigrants construct their life stories in a context where their experience is crossed by the interweaving of several aspects of identities such as sexual orientation, gender identity, ethnicity, and religion, to name a few. The intersectional approach makes it possible to identify the systems of binding powers which participants face daily. The thematic analysis gave us allowed to listen to individuals to know the categories of power and the systems of oppression they talk about — the goal being to position respondents as knowledgeable subjects, not mere study objects. Analysis of the interviews shows that LGBTQ individuals who express a diverse combination of identities face specific challenges linked to the migratory route. 
The Articulation of Organizational Levels During Interactions of International Students: Current Situation in Various Regions of Quebec (Canada) Year of publication: 2020 Author: Jorge Frozzini Corporate author: Alterstice This introduction to the thematic issue presents the state of interactions between international students (IS) and the social agents who rub shoulders with them in various regions of Quebec (Canada) as well as in a locality in Bulgaria. They also propose a theoretical framework that focuses on the articulation of three organizational levels affecting the interactions of IS and therefore their resocialization. This framework also pays particular attention to the management technologies that come into play from the first moments when IEs show their desire to study elsewhere until the moment they leave or settle in the new environment. Intercultural encounters in a context where there is an increase in the presence of IEs are thus influenced by the subtleties of the shaping of social relations, which are favored by the articulations of these organizational levels and the coordination made possible by the management technologies in question. a place to ensure control and follow-up (surveillance) with IEs. 
Towards Indigenization: Inspirational Educational Practices the Era of Reconciliation Year of publication: 2021 Author: Constance Lavoie | Natasha Blanchet-Cohen | Marco Bacon Corporate author: Education and Francophonie Today, Aboriginal people are re-establishing their knowledge, know-how, and know-how to be in the educational space. The present historical period is filled with hopes and educational initiatives to preserve, revitalize and transmit cultures, Indigenous worldviews, and knowledge in education. This thematic issue towards indigenization aims to highlight such often-overlooked educational advances in order to promote the path to be traveled for reconciliation. 
International Conference on Global Citizenship Education and International Solidarity Year of publication: 2022 Corporate author: Association québécoise des organismes de coopération internationale (AQOCI) Sharing of practices and reflections on education for global and solidarity citizenship. The conference was initiated by the international committee of the Festival des Solidarités (Festisol) and led by AQOCI (Quebec Association of International Cooperation Organizations). Several speakers from several countries discuss the challenges of the decolonial approach to education for global citizenship. The possible emancipation of marginalized people is explored. 
Democratic Interference in Africa as Institution and Context Year of publication: 2014 Author: Joseph Keutcheu Corporate author: Études internationales This study describes the international intervention within states as ritualized in the context of the rise of democracy as a matter of global concern. The formation of an international benchmark for the democratic management of the state in Africa constrains « entrepreneurs of intervention » as well as the as « importers » of institutional models in this continent. The implementation of international policy instruments to promote democracy opens the possibility to observe realistic logic at work in the various forms of intervention. It also allows perceiving interventionism and reception of « institutional models » in Africa as « interaction rituals » in the sense that Goffman sees it. 
Experience and Project: Dewey thought Translated into Pedagogical Action Year of publication: 2016 Author: Marc Boutet Corporate author: Phronesis John Dewey talks about child as an «agency of doing» which, by its action, strives to create meaning. From this view, Dewey offers new teaching principles focusing on learning in a context of free activity rather than in a context of restrictive discipline. The child is no longer just invited to represent the phenomenon to understand, it is somehow invited to meet it, to experience it, experience being defined as a transaction between the human being and physical and social environment. Dewey also said that the lack of continuity in the experience marks the beginning of the learning process, he called inquiry, no longer described as essentially individualistic, which bases his epistemic perception of democracy. After briefly describing our meeting with Dewey’s educational thought, we will try to establish, from his conception of action, inquiry and democracy, how his thought can be considered as a foundation for a major innovation educational innovation symbolizing education reform in Quebec of the 2000s: the project approach. 
The Role of Teachers in Education and Democracy: The Impact of a Research Project on Preservice Teacher Perceptions Year of publication: 2015 Author: Gina Thésée | Paul R. Carr | Franck Potwora Corporate author: McGill University. Faculty of Education This article presents reflections on a survey questionnaire related to the connection between education and democracy. A sample of 157 teacher-education students in Montreal completed a follow-up questionnaire after having participated in a research questionnaire (first study) concerning their perception and experience of the linkage between education and democracy. The first study underscored a weak democratic experience as well as an educational journey without a strong linkage to democracy, which concurs with our previous findings. However, the results of the follow-up survey indicate that participation in this inquiry generated socio-educational, epistemological, pedagogical, and methodological reflections, which could have significant implications for the perception of the role of educators. 
Citizen Participation, a Keystone of Social Change for the Public Library Year of publication: 2013 Author: Marie Désilets Corporate author: Revue Documentation et bibliothèques The concepts of "citizen participation" and "empowerment" are, at present, widely discussed. The authors begin this article by defining these concepts in order to link them to the social development of libraries. Thus, Montréal's public libraries, a knowledge city, adhere to the values associated with citizen participation such as openness, equality, inclusion, and innovation. Their activities help foster the citizen's autonomy and his or her participation in society. Examples of different types of clients will be put forward and the conditions necessary for citizen participation will be outlined. The authors will attempt to assess the impact of citizen participation from a sustainable development point of view. How can public libraries relate and contribute to the cultural component of Agenda 21 from a sustainable development perspective? Why is it relevant to invest and encourage citizen participation in libraries? What gains can be made in the long-term? Examples of social and urban development help further the analysis.