Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
8,364 Results found
Thinking Today’s Adolescents’ Citizenship through Social Justice Lens: Why and How? Year of publication: 2018 Author: Caroline Caron Corporate author: Lien social et Politiques How do we know what we know about youth citizenship ? This epistemological question has been neglected in the field of youth citizenship and public discourses on youth political apathy. This article draws on the theoretical perspective of social justice studies to unmask the relations of power based on age that have shaped current knowledge about youth citizenship. The analysis draws attention to the epistemic injustices and methodological flaws in the specific field of civic literacy in Canada. It is argued that a difference-centered approach to youth citizenship could help foster a better understanding of youth experiences of civic engagement and political participation. Yet, this potentiel can only be achieved through a self-reflexive inquiry that critically investigates the research process itself in current research trends. Although a dominant approach in the study of civic literacy is limited in its capacity to produce knowledge that is socially just towards adolescents, the concept could be reinvigorated through a critical empirically-grounded examination of youth civic competencies that are evidenced in some of their engagments with new media technologies. Yet, to fulfill this goal also requires that scholars engage in crucial debates about their chosen epistemology and theory of democracy. 
Concepts and Actors’ Perceptions of Living Together in Basic Education Textbooks in Ivory Coast Year of publication: 2013 Author: Goïta Ouattara Kanndanan Insiata Corporate author: McGill University. Faculty of Education This article first highlights the concepts of living together in basic education textbooks in Ivory Coast. Second, it identifies the perceptions of these concepts by the actors (trainers and learners) as well as the media used for instruction. To address these two concerns, the methodology consisted of a content analysis of textbooks and current program guides, as well as an analysis of interviews with the actors. The results indicate that solidarity, peace, tolerance, discipline, and inter-ethnic alliance are concepts, among others, taught to instil a culture of peace in potential future socio-political actors. In addition, these concepts are positively perceived and appropriated by the actors. 
Working Towards Citizenship: Shared Destiny, Social Demand and Decolonisation of the Educational System in Contemporary New Caledonia Year of publication: 2009 Author: Marie Salaün | Jacques Vernaudon Corporate author: Anthropologie et Sociétés | Université Laval The situation in contemporary New Caledonia could be described as almost experimental. The territory is engaged in an innovative process of decolonisation and, within the next ten years or so, should witness the emergence of a New Caledonian citizenship, transcending the ethnic divisions engendered by colonisation through the elaboration of a « common destiny ». As a breeding ground for the inequalities which the current re-balancing process is attempting to alleviate, the educational system has been a key focus for Kanak independence movement demands over the last thirty years. This article presents some data from the first inquiries with parents whose children are involved in Kanak languages and culture classes, which have been included in the new curriculum, no longer national but local, since 2005. This recent inclusion seems to have encountered some forms of support which override community boundaries, since speaking a vernacular language is seen as a way of asserting one’s membership in a truly « local » community. What can we learn from developments in the social demand regarding a new multilingual educational system of interethnic coexistence that New Caledonians are committed to define? 
Paths Towards Citizen Participation Among Kanak Youth in Koné (New-Caledonia) Year of publication: 2018 Author: Ève Desroches-Maheux Corporate author: Lien social et Politiques Based on an ethnographic fieldwork, this article explores the forms and modalities taken by the civic participation of the Kanak youths living in Province Nord, New Caledonia. Being at the dawn of a referendum on its accession to a full sovereignty, this French territory of a sui generis status is now at a turning point in its history. In preparation for this event, the Nouméa Accord laid the foundations of a New-Caledonian citizenship, situated, for the moment, within the French citizenship. However, this citizenship in construction poses the question of the place given in it to the Kanak, the indigenous people of the territory. Approaching citizenship as a set of “political subjectivation processes” producing a citizenship simultaneously “determined by the state and by the subjects composing it ”, we explore the answers and “negotiation attempts” made by the Kanak youths toward it. Results show that despite some negative representations playing against them, the youths still appropriate possibilities opened up by public policies and programs in hope to make their grievances heard and to implement structuring projects. Furthermore, as those forms of civic practices are used as handles to resist French hegemony in Province Sud by youths that seek above all to strongly affirm their Kanak identities, north youth participation in the public space appears rather embedded in an inclusive approach toward other communities. 
The Legitimacy of Diversity in Education: A Reflection on Inclusion Year of publication: 2011 Author: Luc Prud’homme | Raymond Vienneau | Serge Ramel | Nadia Rousseau Corporate author: Éducation et francophonie The objective of this article is to explore the theme of diversity in the classroom from the perspective of scholastic inclusion, or its alternative, scholastic and social exclusion. The article examines concepts that foster the positive and constructive recognition of diversity in the school setting, along with the social and cultural dimension of inclusion and the pedagogy of inclusion. 
Fostering “Citizenship” in Poor Neighborhoods: The Professionals of Urban Social Development Tested at Children and Young People Year of publication: 2018 Author: Benjamin Leclercq | Jeanne Demoulin Corporate author: Lien social et Politiques This article examines the tensions that govern the injunction to behave like a citizen in the working-class neighborhoods in France. More specifically, it focuses on recruited or appointed professionals of social urban development’s practices by social housing organizations, who fight against antisocial behavior of which the tenants children are made responsible (damages, vandalism and so on…). The social interventions designed by these professionals for children and young people are similar to forms of citizenship education that oscillate between normalization behavior and development of commitment to the common good. On the one hand, they are meant to be encounters that can lead to questioning about living together in the neighborhood. And on the other hand, because they want to keep a managerial approach of public spaces, they find it hard to resist to the simple reminder of the basic norms of living together in a community. To avoid this moral approach to citizenship, agents seek to empower their audience so that it thinks itself about how to solve the problems it faces. According to a capability-driven of citizenship, this participatory work implies to master the rules of civility. Consequently, it is aimed at the most influential young people, the “bigger brothers” with coaching skills. The professionals then seek to give them “codes” to be recognized as partners of the institutions. But this partnership involves acquiring some skills, indeed these young people will have to adapt the ways of doing and saying local politics without publicizing their ordinary critics of the institutional functioning. 
Dialogue and Living Together: From Québec’s Ethics and Religious Culture Program to Democratic Deliberation Year of publication: 2013 Author: André Duhamel | Mireille Estivalèzes Corporate author: McGill University. Faculty of Education The idea of “living together” is a recurring concept in Quebec’s Ethics and Religious Culture program. It structures, through the promotion of dialog, the whole pedagogical and political project of the program, and so means much more than mere “coexistence.” This concept also extends outside the school system, in the political realm of democratic deliberation, which the program ultimately hopes to improve. We intend to examine this concept, using the disciplines of philosophy and education research, in order to show its educative meaning and political implications. Our hypothesis is that both dimensions refer to a common pedagogical paradigm that transcends the supposed dichotomy between ethics and politics. 
Media Education and Citizenship: An analysis of the Quebec Preschool and Elementary Education Program Year of publication: 2018 Author: Normand Landry | Chantal Roussel Corporate author: Revue Lien social et Politiques In Canada, the limited level of knowledge on media education content that is conveyed by academic curricula hinders its critical evaluation. This article presents the ways in which media education is introduced in the Quebec Education Program (QEP) at the preschool and elementary level. More specifically, it highlights the connections at work between media education, childhood and citizenship in the program. Our method tracks and extracts a set of statements related to information and communications technologies (ICTs) and the media, then conducts their automated classification into four principal categories: speech, verbs used that reflect the actions undertaken by categories of actors (school, pupils, teachers), learning objectives and suggestions. A subsequent classification allows for the emergence of verbs and learning objectives associated to the notion of citizenship. The latter are then subject to speech analysis. Our analysis intends to demonstrate the message conveyed by the QEP on media and ICTs. It highlights the roles, tasks and responsibilities of its various actors in relation to the acquisition of knowledge and skill development. In addition, it features the actions taken by these actors to operationalize the academic goals of the program. Our conclusion indicates a low subject implementation of the statements associated to media education and citizenship, relevant content, although thematically limited, along with the conception of students as capable of a reflection and critical thinking process. 
Indicators of the Concept of Secularism in the Context of Conversations Between Teachers on the Topic of Civic Education in High Schools Year of publication: 2015 Author: Sylvie Courtine Sinave | France Jutras Corporate author: McGill University. Faculty of Education As part of a collaborative research project on civic education, conversations between high school teachers and faculty were analyzed from the perspective of indicators of secularism, namely, freedom of conscience and religion as they relate to tolerance, equality of rights, fraternity, emancipation, separation between church and state, and law and order. The results show that, according to these educators, the role of the school is paramount to the learning of social behaviour and that some values related to secularism are actualized in the context of teaching history and civic education, such as the primacy of human rights, emancipation, and the importance of the public space. 
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.