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Journal articles on the topic 'Catholic schools – Quebec (Province)'
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1
Martínez-Ariño, Julia, and Solange Lefebvre. "Resisting or Adapting? How Private Catholic High Schools in Quebec Respond to State Secularism and Religious Diversification." Eurostudia 11, no. 1 (May 13, 2016): 19–44. http://dx.doi.org/10.7202/1036316ar.
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The education system in Quebec has found itself at the center of the debates about secularism since the 1960s. Embedded in broader academic debates about processes of secularization and deconfessionalization of state institutions, religious diversification of society, and reconfiguration of Catholicism, this article aims to analyze how private Catholic schools in post-Catholic Quebec respond to the challenges posed by the secularizing pressures of the state, and the religious diversification of their target populations. Based on a qualitative case study conducted in two private-partially-publicly-funded Catholic or Catholic-oriented high schools (one Anglophone, one Francophone) in Quebec, we argue that the different approaches observed result from the different processes of internal secularization that these two schools have gone through. We draw on Steve Bruce’s notion of “cultural defense” and David Martin’s conceptualization of different trajectories of secularization to interpret these results.
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Banusing, Rita O., and Joel M. Bual. "The Quality of Catholic Education of Diocesan Schools in the Province of Antique." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 35–36. http://dx.doi.org/10.52006/main.v3i2.150.
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The mission of Catholic schools is linked to the evangelizing thrust of the Church in proclaiming Christ to the world to transform society. However, most Catholic institutions nowadays are confronted with issues on the deterioration of values, migration of qualified teachers to public schools, and decline in enrolment, posing threats to the Catholic identity and mission, operational sustainability, and quality of teaching and learning. To address these problems, the Catholic Educational Association of the Philippines (CEAP) developed the Philippine Catholic Schools Standards (PCSS) to help these schools in the country revisit and re-examine their institutional practices according to the identity and mission of the Catholic Church. Hence, this paper assessed the quality of Catholic education of diocesan schools in the Province of Antique in the light of Catholic identity and mission, leadership and governance, learner development, learning environment, and operational vitality domains of PCSS. Also, it sought to find out whether a significant relationship exists between the age, sex, length of service, and designation of assessors and their quality assessment on Catholic education.
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Nault, Jean-François, and E. Martin Meunier. "Is Quebec Still a Catholically Distinct Society within Canada? An Examination of Catholic Affiliation and Mass Attendance." Studies in Religion/Sciences Religieuses 46, no. 2 (May 9, 2017): 230–48. http://dx.doi.org/10.1177/0008429817696298.
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Since the Quiet Revolution, Quebec has significantly transformed its relationship to Catholicism. Some commentators have even gone as far as discussing an increasingly important secularization within the province. Yet, an examination of the main indicators of religiosity in Quebec provides evidence for the permanence of a certain cultural Catholicism. However, this cultural Catholicism is tending to gradually fade over time, giving place to the reconfiguration of the regime of religiosity. Meanwhile, in the rest of Canada, Catholicism tends to grow, primarily due to the immigrant population in recent years. In this general context, is Quebec still a “Catholically distinct” society? To answer this question, the authors use a series of logistic models to examine the main determinants of Catholic affiliation and Mass attendance. Age, place of birth and mother tongue emerge as principal determinants of religious affiliation and practice. Based on the findings from these models, the authors show that Quebec remains a Catholically distinct society in comparison with other Canadian regions. However, the gap between this province and the rest of Canada seems to have been increasingly fading, at least over the last thirty years.
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Tremblay, Marc. "Urban English and Scottish Ancestors in the Regional Populations of the Province of Quebec (Canada)." Local Population Studies, no. 97 (December 31, 2016): 10–27. http://dx.doi.org/10.35488/lps97.2016.10.
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The Quebec population descends in most part from French immigrants who settled in the St Lawrence River valley during the seventeenth century. However, people from other European origins have also contributed to the early settlement of the Canadian province. By means of genealogical data spanning more than three centuries, this study aimed to measure the contributions of English and Scottish immigrants to the peopling of the Quebec regions. More than 5,000 genealogies were reconstructed using the BALSAC population database. These genealogies span more than ten generations on average. Immigrants of each origin were identified and linked to all their descendants in the genealogical samples. Results show that English and Scottish founders appear in the genealogies of all Quebec regions, although in different proportions. These founders and/or their descendants were integrated into the predominant French Catholic population during the eighteenth and nineteenth centuries.
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Gipalen, Genalyn E., and Dennis V. Madrigal. "The Implementation of Basic Guidance Services in Selected Diocesan Catholic Schools in the Province of Antique." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 93–94. http://dx.doi.org/10.52006/main.v3i2.243.
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Guidance and counseling is a crucial concern today to aid the educational, vocational, and psychological potentials of the students for optimum achievement and adequate adjustment in the varied life situations. The primary purpose of a school's guidance and counseling program is to provide a broad spectrum of services to students, such as student assessment, the information service, placement and follow-up, and counseling assistance. Hence, this study intended to determine the extent of implementation of guidance services in Catholic schools in selected Diocesan Catholic Schools in Antique during the Academic Year 2019-2020. Likewise, it identified the challenges encountered by school personnel and students in implementing school guidance services. The study's findings were used as a baseline to develop a proposed program for the enhancement of the implementation of basic guidance services in Diocesan Catholic schools.
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Kaell, Hillary. "Religious Heritage and Nation in Post-Vatican II Catholicism: A View from Quebec." Religions 12, no. 4 (April 7, 2021): 259. http://dx.doi.org/10.3390/rel12040259.
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With Quebec’s croix de chemin (wayside crosses) as a jumping off point, I explore the importance of heritage creation as the province transitioned away from pre-Vatican II Catholicism in the 1960s and 1970s. I include two ‘sites of memory’: fieldwork with contemporary cross caretakers and archival materials from a major government-funded inventory of the crosses in the 1970s. Heritage professionals have generally implied that Catholic objects lose their sacred meaning to become objects of nation-building, while caretakers view them as still-active objects of devotional labour. Regardless, I find that both parties view themselves as laying claim to “modern” ways of interacting with religious objects, while also assuming that a cohesive national identity rests in part on promoting a rural Catholic past. More broadly, I argue that neither side can be fully understood without attention to the convergence of three trends in the 1960s and 1970s: Quebecois and other emergent nationalisms, Catholic liberalization, and the rise of an international heritage industry.
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Grigore Dovlete, Monica, and Lori G. Beaman. "Ghostly Presence: An Abandoned Space and Three Religious Communities in Parishville, Quebec." Eurostudia 12, no. 1 (May 8, 2017): 82–104. http://dx.doi.org/10.7202/1041664ar.
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Once a religiously vibrant society, today Quebec is in the midst of a transition in its religious identity. Yet, the landscape of Quebec still preserves the marks of its perhaps more religious past. In other words, churches stand out in the contemporary panorama of the province. However, the lack of support by an active community has meant that many churches closed or face the threat of closure. Those religious groups that remain struggle to save their places of worship. The faithful of Parishville, both Catholic and Protestant, are no exception. This article explores the narratives of three religious groups (Anglican, United Church and Catholic) about an abandoned building that was once a church and then a Masonic Temple. Through our exploration of the aesthetic and material dimensions of the Masonic Temple we reveal aspects of the contemporary struggle of religious groups to survive as well as the fears, tensions and problems associated with this struggle. As it turns out, the Masonic Temple is a sort of ghostly presence, reminding the Protestant and Catholic parishioners of Parishville their own religious decline—the end of their building and the end of their faith.1
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Gros, P., S. Reiter-Campeau, D. Hamad, and L. Carmant. "P.011 Evaluation of educational needs in neurology in the province of Quebec: a survey-based study." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 43, S2 (June 2016): S24. http://dx.doi.org/10.1017/cjn.2016.117.
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Background: In contrast with 56% of US medical schools, most Canadian medical schools do not offer a required clerkship neurology rotation. This study aims to assess the need for additional clinical neurology training in Quebec medical schools. Methods: Third and fourth year medical students from the province of Quebec completed surveys inquiring about accumulated theoretical teaching time, clinical neurology exposure, self-reported neurological examination proficiency and interest in additional training. Results: 66 students answered the survey. 43% were from Université de Montréal, 18 % from McGill University, 14% from Université Laval and 24% from Université de Sherbrooke. For theoretical teaching, 44% reported at least 60 hours (h) of teaching, 44% reported 40 to 60 h and 23% reported 10 to 40 h. For clinical exposure, 24% reported at least 60 h, 8% reported 40 to 60 h, 40% reported 10 to 40 h and 29% reported less than 10 h. Most students reported being comfortable with their neurological examination skills (58%) but still 41% were uncertain or felt uncomfortable. 80% indicated interest in receiving additional clinical exposure. Conclusions: Amongst Quebec medical students, clinical neurology exposure is likely insufficient. An important proportion of students remain uncomfortable with the neurological examination and most students are interested in additional neurological training.
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Cutumisu, Nicoleta, Issouf Traoré, Marie-Claude Paquette, Linda Cazale, Hélène Camirand, Benoit Lalonde, and Eric Robitaille. "Association between junk food consumption and fast-food outlet access near school among Quebec secondary-school children: findings from the Quebec Health Survey of High School Students (QHSHSS) 2010–11." Public Health Nutrition 20, no. 5 (November 24, 2016): 927–37. http://dx.doi.org/10.1017/s136898001600286x.
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AbstractObjectiveWe investigated the association between junk food consumption at lunchtime (JCL) and fast-food outlet access near school among secondary-school children in Quebec.DesignA geographic information system database was used to characterize the food environment around a sub-sample of 374 public schools in which 26 655 students were enrolled. The outcome variable was JCL during the previous week, dichotomized into low JCL (none or once)v. high JCL (twice or more). Access to fast-food outlets near school was assessed using an existing database of fast-food outlets in Quebec. Covariates included student (age, sex and self-rated perceived health), family (familial status and parental education) and school (urban/rural status and deprivation) variables. Hierarchical logistic regression models were employed for analyses using PROC GLIMMIX of SAS version 9.3.SettingProvince of Quebec, Canada.SubjectsWe used data from the Quebec Health Survey of High School Students (QHSHSS) 2010–11, a survey of secondary-school Quebec students.ResultsExposure to two or more fast-food outlets within a radius of 750 m around schools was associated with a higher likelihood of excess JCL (OR=1·50; 95 % CI 1·28, 1·75), controlling for the characteristics of the students, their families and their schools.ConclusionsThe food environment surrounding schools can constitute a target for interventions to improve food choices among secondary-school children living in the province of Quebec. Transforming environments around schools to promote healthy eating includes modifying zoning regulations that restrict access to fast-food outlets around schools.
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Grigore-Dovlete, Monica, and Lori G. Beaman. "The Nativity scene in a shared religious space: The case study of Saint-Pierre’s Church in Montreal." Studies in Religion/Sciences Religieuses 49, no. 3 (March 5, 2020): 347–71. http://dx.doi.org/10.1177/0008429820903409.
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Once called “the priest-ridden province,” the transformations brought about by the Quiet Revolution in the 1960s left the churches in Quebec deserted, while the idea of a secular Quebec became part of the public discourse about Quebec identity. Lacking the financial support of an active community, many Catholic churches were demolished or repurposed. They were thus transformed into residential or institutional spaces, entering what might be conceptualized as a secular order. Some churches managed to delay this major transformation by sharing their space with another religious community. This is the case of a Catholic church located in Montreal that we call Saint-Pierre’s Church. Today, the old building of Saint-Pierre’s Church accommodates two Christian communities: one is French-speaking Catholic and the other is Romanian Orthodox. At first glance, no tensions seem to trouble their coexistence. However, people’s perspectives of religious artifacts depict a slightly different image. Starting from participant observation and interviews carried out in 2016 and 2017 with members of both communities, we use the material religion framework to examine the power of materiality to invoke people’s emotions and to tell a story. The material religion framework allowed us to explore how the understanding of the shared place is linked to the dynamics and the contingencies of each community, and how the transformation of religious space happens in a rapidly changing context to which traditional majoritarian religion is attempting to adjust.
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Moss, Jane. "Québécois Theatre: Michel Tremblay and Marie Laberge." Theatre Research International 21, no. 3 (1996): 196–207. http://dx.doi.org/10.1017/s0307883300015315.
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The French colonists (‘habitants’) who began settling Canada in the early seventeenth century brought with them the French language, the Catholic religion, and French cultural traditions. These basic elements of ‘le patrimoine’ continued to evolve in the North American context after France abandoned the colony in 1760. Under the influence of a conservative political establishment and the Catholic Church for two centuries, French Canadians perceived themselves as an isolated minority whose duty was to preserve their language, religion, culture, and agrarian traditions. A collective identity crisis during the 1960s led to the conclusion that the old social, educational, and religious institutions had failed to keep up with the forces of modernization, industrialization, and urbanization which had transformed the province. During the period known as the ‘Révolution tranquille’, political reforms gave Quebec greater autonomy within the Canadian confederation, economic reforms improved material conditions, and educational reforms began preparing future generations for productive careers. Rejecting the term ‘Canadien français’ because it connoted colonial status, Quebec intellectuals adopted the term ‘Québécois’ and called for the creation of a national literature, independent from its French roots and its Anglo-American connections. This distinctive Québécois literature would reflect the reality of their lives and speak to them in the language of Quebec.
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Kudła, Lucyna. "Schools of the Basilian Sisters in Jaworów during the Galician autonomy 1867-1918." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 115–27. http://dx.doi.org/10.14746/bhw.2018.38.8.
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In the second half of the nineteenth century, Galicia became an autonomous province in Austria-Hungary. In addition to political reforms, changes in education were proposed. The Polish language and teaching Poland’s history were introduced to schools. Private schools for girls were also founded with the objective of raising their level of education and preparing them for academic studies. Schools run by religious congregations played a significant role here. The schools were run mainly by Catholic orders including the Basilian Sisters of the Ukrainian Greek Catholic Church (Ordo Sancti Basilii Magni). They had their convent in Jaworów in Galicia where they established an elementary school, a teachers’ school and a boarding school for girls. Ukrainian was the language of instruction. These religious schools operated according to the same principles as state schools, taught the same subjects and used the same textbooks. School authorities carried out inspections of religious schools on an annual basis. The schools enjoyed a good reputation and offered a high level of education.
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Mossière, Géraldine. "L’Église, la femme et l’affect : récits sur la désirabilité du modèle laïc au Québec ou comment fabriquer un projet politique en contexte séculier?" Social Compass 67, no. 1 (January 23, 2020): 29–44. http://dx.doi.org/10.1177/0037768619894511.
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This article is based on life stories collected between 2014 and 2018 among a population of baby boomers of French Canadian descent, whose personal path echoes the social and political history of the province. Following their socialization in a Catholic context, this generation has known a rapid phase of secularization, modernization and diversification that, since the end of the 1960s, have impacted the local social and political landscape of the province. The entanglement between individual and collective experiences shapes a particular rhetoric on the « laïc » (secularist) project in Quebec that hinges on memories of Catholicism, concern for gender equity and pluralist ethics. Drawing on Maclure and Taylor’s model of open and closed secularism, the author discuss the means and ends of the moral principles underlying baby boomers’ narratives.
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Ogilvie, M. H. "‘A Delicate Exercise’: Balancing Freedom for and Freedom from Religion in Canada: Loyola High School v Quebec (Attorney General)." Ecclesiastical Law Journal 18, no. 2 (April 15, 2016): 196–208. http://dx.doi.org/10.1017/s0956618x16000077.
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In Loyola High School v Quebec (Attorney General) the Supreme Court of Canada (SCC) found that a Roman Catholic high school run by the Jesuits in Montreal, could be exempted from the provincial Ethics and Religious Culture Program (ERCP), legislatively mandated for all schools in Quebec, whether public or private, provided it offered an ‘equivalent program’, if from a Roman Catholic perspective. In the earlier companion case, SL v Commission scolaire des Chênes, the Court held that religious parents could not claim an exemption for their children enrolled in the public schools from the same course. This discrepancy between the legal treatment of children in fee-paying religious schools and children in the public school system is one of several interesting aspects of the Loyola decision which this comment will address. Notwithstanding this discrepancy, the Court also restated its earlier observations about the nature and meaning of section 2(a), ‘freedom of conscience and religion’, of the Canadian Charter of Rights and Freedoms (the Charter), thereby reassuring some Canadian observers that it is committed to a more robust protection of freedom of religion than may have been surmised from its earlier freedom of religion jurisprudence. Equally interesting is that, in coming to its decision, the majority of the Court moved away from the Court's earlier approach to freedom of religion issues of applying first section 2(a) and then section 1 of the Charter, which operates as a brake on full freedom of religion, to a proportional analysis more in tune with proportionality tests for religious freedom found in English and European cases. Whether this is the start of a long-term trajectory in Canadian freedom of religion cases or a single instance remains to be seen.
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Poulin, P., J. M. Leclerc, J. C. Dessau, W. Deck, and F. Gagnon. "Radon measurement in schools located in three priority investigation areas in the province of Quebec, Canada." Radiation Protection Dosimetry 151, no. 2 (January 24, 2012): 278–89. http://dx.doi.org/10.1093/rpd/ncr483.
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Rolfe, Christopher. "Round and About the Bande Dessinée Québécoise." European Comic Art 5, no. 1 (July 1, 2012): 9–24. http://dx.doi.org/10.3167/eca.2012.050103.
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What follows is an attempt to contextualise the bandes dessinées produced in Quebec from their early beginnings in the late nineteenth century to their renewal and expansion during the years immediately following the Quiet Revolution. The intention, above all, is to give a sense of a changing intellectual, artistic and cultural landscape, and to situate the creators of comic strips within it. In fact, as will become evident, the history of Quebec's comic strips is closely linked to the history of the province and in many ways reflects it. (As we will see, the all-pervasive influence of the Catholic Church and the rise of Quebec nationalism can be traced in the development of the bande dessinée.) Necessarily, given the scope of the topic and the limited space available, the attempted coverage will be sketchy and incomplete. Moreover, it is only right to point out that its author is very much a novice in the field of the comic strip. Nevertheless, it is hoped that - to use an appropriate metaphor - a broader picture and different perspectives will emerge for those unfamiliar with the history of Quebec, and that new avenues of research will be prompted.
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Kusaeri, Kusaeri. "STUDI PERILAKU CHEATING SISWA MADRASAH DAN SEKOLAH ISLAM KETIKA UJIAN NASIONAL." Edukasia : Jurnal Penelitian Pendidikan Islam 11, no. 2 (January 5, 2017): 331. http://dx.doi.org/10.21043/edukasia.v11i2.1727.
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<p><em>THE STUDY OF MADRASA AND ISLAMIC SCHOOL STUDENTS’ CHEATING BEHAVIOR IN NATIONAL EXAMINATION. This study describes the cheating occurred in Madrasah/Islamic High Schools in East Java. It is based on the achievement of UN and IIUN 2015. It used descriptive approach. The data were presented in narrative, percentage, tables, graphs, and charts. Data were obtained from Center of Education Assessment, Balitbang Kemendikbud. East Java was chosen because it is province with highest number (1,117) from 6.608 Madrasah/Islamic High Schools in Indonesia. The data were analysed using encoding, recording, diagraming, and statistical calculations. Cheating index was determined using the Pair Wise and Cumulative Method. The results show that 5.26% of Madrasah/Islamic High School students reached the graduation criteria (UN score above 55) with IIUN more than 70. Contrastly, 40% of Christian/Catholic High Schools students obtained UN score above 55 with IIUN more than 70. These results illustrate the cheating among Madrasah/Islamic High School students in East Java is higher than Christian/Catholic High School students.</em></p>
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Robitaille, Éric, Pascale Bergeron, and Maxime Houde. "Analysis of the geographical accessibility of vape shops in the vicinity of Quebec’s secondary and college educational institutions." Health Promotion and Chronic Disease Prevention in Canada 39, no. 8/9 (September 2019): 235–43. http://dx.doi.org/10.24095/hpcdp.39.8/9.01.
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Introduction A significant proportion of secondary school students and young adults in Quebec have experimented with electronic cigarettes (e-cigarettes). Both personal and environmental factors have been associated with the use of vaping products by youth. Geographical accessibility to the points of sale of these products may be one of these factors. The purpose of this study is to develop a profile of the spatial distribution of stores specializing in the sale of vaping products (vape shops) in the vicinity of secondary schools, colleges and CEGEPs in the province of Quebec. Methods We calculated the accessibility of businesses to account for geographical exposure. Analyses were conducted to provide a snapshot of the situation in Quebec and to identify associations between the characteristics of educational institutions and geographical accessibility to vape shops. Results A total of 299 vape shops were identified. Colleges are closer to a vape shop (median distance: 1.2 km) than are secondary schools (median distance: 2.3 km). Large private colleges located in urban areas are closer to specialized vape shops. Medium or large private secondary schools located in urban and more advantaged areas are also closer to a specialized vape shop. Conclusion This study is a step in developing an understanding of the location of vaping product shops and their geographical accessibility to young people. Important to consider is the geographical accessibility of young people to non-specialized shops that also sell e-cigarettes and then any potential connections between geographical accessibility to such non-specialized shops and the use of vaping products by young people.
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Fallon, Gerald, and Natalie Rublik. "Second-Language Education Policy in Quebec: ESL Teachers’ Perceptions of the Effects of the Policy of English as a Compulsory Subject at the Early Primary Level." TESL Canada Journal 29, no. 2 (August 23, 2012): 58. http://dx.doi.org/10.18806/tesl.v29i2.1100.
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This qualitative policy study focuses on the implementation and perceived effect of a recent language policy making English a compulsory subject in primary Cycle One (grades 1-2) in Francophone public schools in the province of Quebec. Based on the analysis of narratives from interviews with four teachers, three resource teachers, and two directors of instruction in charge of second-language teaching in public school boards, this policy study explored the perceptions, implementation,and effects of the policy regarding the compulsory teaching of ESL at the early primary level.
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Pelletier, Patrick. "La logique institutionnelle d’appropriation du concept ThinkPad university : le cas des écoles et facultés de gestion québécoises." Canadian Journal of Higher Education 43, no. 1 (April 30, 2013): 63–79. http://dx.doi.org/10.47678/cjhe.v43i1.1982.
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This study examines the process by which a change in institutional logic of a organizational field is initiated. More specifically, we are concerned with how the IBM Thinkpad University concept affects various business schools in the province of Quebec. The theoretical framework departs from new-institutional theories. We propose a multi-level analysis: institutional, organizational and operational. The finding examines the process by which organizations retain, adopt and discard practices and illustrates the influence of institutional prestige, organizational mission, autonomy and pedagogical expertise. We show that the source of the institutional logic of appropriation is a quest for reputation.
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Bosetti, Lynn, Deani Van Pelt, and Derek Allison. "The changing landscape of school choice in Canada: From pluralism to parental preference?" education policy analysis archives 25 (April 24, 2017): 38. http://dx.doi.org/10.14507/epaa.25.2685.
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This paper provides a descriptive account of the growing landscape of school choice in Canada through a comparative analysis of funding and student enrolment in the public, independent and home-based education sectors in each province. Given that the provinces have responsibility for K-12 education, the mixture of public, independent and home school education varies rather widely by province, as does the level of funding and regulation. Delivery and funding of public education in Canada has long prioritized limited linguistic and religious pluralism, providing various options for English or French, and Catholic or Protestant alternatives to qualified parents. More recently growing numbers of parents have been seeking more options for their children’s education. This has fueled slow but steady growth in independent schools and home schooling.
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Conway, Kyle. "Hospitality and religious diversity, or, when is home not a home?" International Journal of Cultural Studies 20, no. 4 (February 21, 2016): 421–36. http://dx.doi.org/10.1177/1367877916633833.
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Recent debates about hospitality and religious diversity frequently hinge on unspoken notions of home. This is especially true in the Canadian province of Quebec, where citizens have worked to establish a secular state after a history of domination by the Catholic Church. In the last two decades, as religious minorities have grown, controversy has arisen about requests for accommodations made on religious grounds. Here I examine responses to those requests and ask what notions of home underpin them. One is grounded in history: its adherents contend that immigrants are guests and should conform to the norms of their new home. It expands the geography of home by linking secularism to collective identity. A second is grounded in political-legal thought: its adherents contend citizens are at home even if their views differ from the majority’s. It recognizes that long-time residents and newcomers mutually influence each other and, over time, people’s identities change.
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Curtis, Bruce. "State of the Nation or Community of Spirit? Schooling for Civic and Ethnic-Religious Nationalism in Insurrectionary Canada." History of Education Quarterly 43, no. 3 (2003): 325–49. http://dx.doi.org/10.1111/j.1748-5959.2003.tb00125.x.
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This article focuses on the two leading projects in the educational “struggle for the hearts and minds” of the people in the British North American colony of Lower Canada (currently the southern portion of the Canadian Province of Quebec) in the wake of the insurrectionary struggles and armed border incursions of 1837–38. (See Figure 1.) English Radicals and Whigs, with some Canadian allies, promoted a broad-ranging reconstruction of colonial government and legal and cultural institutions. The educational component of their project centered on the “nationalization” of the French- and English-speaking populations through the attendance of young people in common schools, where they would be instructed in a nonsectarian civil religion later known as “our Common Christianity.” The cooperative management of such schools by adult male property holders would train men in the operations of local representative self-government. Most of those involved in promoting this project for a new form of community understood it to be aimed at the assimilation of French Canadians to a broadly “British” nationality.
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Côté, Héloïse, and Denis Simard. "What is the Meaning of the Integration of the Cultural Dimension into Schools, According to the Official Discourse of the Province of Quebec?" Articles 43, no. 3 (April 14, 2009): 327–50. http://dx.doi.org/10.7202/029702ar.
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Abstract Since 1992, Quebec’s Ministry of Education1 and Ministry of Culture and Communications have been creating programs designed to integrate a cultural dimension into schools – a process requiring partnerships between teachers and professionals in the cultural domain. This domain comprises the objects and practices pertaining to the realm of arts and aesthetics and the values which are associated with them, namely expressivity, subjectivity, emotions, sensitivity, singularity, imagination, creativity and feelings (Kerlan, 2004). What does this integration mean, according to Quebec’s official discourse? To answer this question, we relied on sociology of justification theory (Boltanski & Thévenot, 1991; Boltanski & Chiapello, 1999, 2002) and used discourse and content analysis to examine Quebec’s official discourse. Our results suggest that this discourse relies on many definitions of culture and justice. This plurality blurs the meaning of the integration of the cultural dimension and requires that teachers delineate it by themselves.
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Maïano, Christophe, Alexandre J. S. Morin, Johanne April, Maike Tietjens, Charlaine St-Jean, Cynthia Gagnon, Dennis Dreiskämper, and Annie Aimé. "Psychometric Properties of a French Version of the Perceived Motor Competence in Childhood Questionnaire." Perceptual and Motor Skills 128, no. 3 (March 25, 2021): 1002–16. http://dx.doi.org/10.1177/00315125211000862.
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In this study, we examined the psychometric properties of a French version of the Perceived Motor Competence in Childhood (PMC-C) questionnaire. The participants were 219 French-speaking children (aged 5-12 years), recruited from elementary schools in the Canadian Province of Quebec. Results supported the validity and reliability of a second-order confirmatory factor analytic (CFA) model, including one higher-order factor. Additional analyses supported the complete measurement invariance of the first- and second-order factor structure across sex and indicated no differential item functioning or latent mean differences in PMC-C factors as a function of selected predictors (i.e., age, body mass-index and physical activity/sport involvement). Thus, this French version of the PMC-C has satisfactory psychometric properties (i.e., factor validity and reliability, measurement invariance and differential item functioning) and can be used to assess French-speaking children’s perceived motor competence.
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Hébert, Martine, Francine Lavoie, and Martin Blais. "Post Traumatic Stress Disorder/PTSD in adolescent victims of sexual abuse: resilience and social support as protection factors." Ciência & Saúde Coletiva 19, no. 3 (March 2014): 685–94. http://dx.doi.org/10.1590/1413-81232014193.15972013.
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This analysis examined the contribution of personal, family (maternal and paternal support; sibling support) and extra-familiar (peer support; other adults) resilience to the prediction of clinical levels of PTSD symptoms in adolescents reporting sexual abuse. Controls were established for abuse-related variables (type of abuse, severity and multiple abuse) in a representative sample of high schools students in the province of Quebec. A total of 15.2% of adolescent females and 4.4% adolescent males in high school reported a history of sexual abuse in childhood. Sexually abused adolescent females (27.8%) were more likely than adolescent males (14.9%) to achieve scores with high clinical levels of PTSD. Hierarchical logistic regression revealed that over and above the characteristics of the sexual abuse experienced, resilience factors (maternal and peer support) contributed to the prediction of symptoms of PTSD attaining the clinical threshold. Alternative intervention and prevention practices geared to adolescent victims of sexual assault are discussed.
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Di Mascio, Anthony. "Educational Discourse and the Making of Educational Legislation in Early Upper Canada." History of Education Quarterly 50, no. 1 (February 2010): 34–54. http://dx.doi.org/10.1111/j.1748-5959.2009.00244.x.
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In 1787, a group of American refugee settlers in the western portion of Quebec, which would become the colony of Upper Canada in 1791, collectively petitioned the Governor General, Lord Dorchester, for schools. They insisted, in fact, on a relatively comprehensive network of schools funded directly through the government purse. Dorchester responded by appointing William Smith, the former Chief Justice of New York State with whom he had formed a political friendship during the American War of Independence, to head a special committee to report on the state of education throughout the entire province. Several hundred copies of the report were printed and released in 1789. The report recommended a government-supported tripartite elementary, secondary, and university school system. The recommendations were not acted upon, but the report's ideas lingered in public discourse for years to come. In the writing of the origins of schooling in Upper Canada, this report has not received considerable attention. Moreover, the intentions and goals of these early settlers advocating for government-aided schooling are characteristically overlooked. In the dominant view, the building of Upper Canada's school system was motivated by the bureaucratization and institutionalization concerns of major school advocates and politicians in the mid-nineteenth century.
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Magier, Megan, Karen A. Patte, Katelyn Battista, Adam G. Cole, and Scott T. Leatherdale. "Are School Substance Use Policy Violation Disciplinary Consequences Associated with Student Engagement in Cannabis?" International Journal of Environmental Research and Public Health 17, no. 15 (July 31, 2020): 5549. http://dx.doi.org/10.3390/ijerph17155549.
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Schools are increasingly concerned about student cannabis use with the recent legalization in Canada; however, little is known about how to effectively intervene when students violate school substance use policies. The purpose of this study is to assess the disciplinary approaches present in secondary schools prior to cannabis legalization and examine associations with youth cannabis use. This study used Year 6 (2017/2018) data from the COMPASS (Cannabis use, Obesity, Mental Health, Physical Activity, Alcohol use, Smoking, Sedentary behavior) study including 66,434 students in grades 9 through 12 and the 122 secondary schools they attend in British Columbia, Alberta, Ontario, and Quebec. Student questionnaires assessed youth cannabis use and school administrator surveys assessed potential use of 14 cannabis use policy violation disciplinary consequences through a (“check all that apply”) question. Regression models tested the association between school disciplinary approaches and student cannabis use with student- (grade, sex, ethnicity, tobacco use, binge drinking) and school-level covariates (province, school area household median income). For first-offence violations of school cannabis policies, the vast majority of schools selected confiscating the product (93%), informing parents (93%), alerting police (80%), and suspending students from school (85%), among their disciplinary response options. Few schools indicated requiring students to help around the school (5%), issuing a fine (7%), or assigning additional class work (8%) as potential consequences. The mean number of total first-offence consequences selected by schools was 7.23 (SD = 2.14). Overall, 92% of schools reported always using a progressive disciplinary approach in which sanctions get stronger with subsequent violations. Students were less likely to report current cannabis use if they attended schools that indicated assigning additional class work (OR 0.57, 95% CI (0.38, 0.84)) or alerting the police (OR 0.81, 95% CI (0.67, 0.98)) among their potential first-offence consequences, or reported always using the progressive discipline approach (OR 0.77, 95% CI (0.62, 0.96)) for subsequent cannabis policy violations. In conclusion, results reveal the school disciplinary context in regard to cannabis policy violations in the year immediately preceding legalization. Various consequences for cannabis policy violations were being used by schools, yet negligible association resulted between the type of first-offence consequences included in a school’s range of disciplinary approaches and student cannabis use.
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Pelletier, Daniel, Isabelle Green-Demers, and Karine Lafleur. "Students Motivations For Voluntary Remedial Learning In High School." Journal of International Education Research (JIER) 9, no. 4 (September 29, 2013): 381–86. http://dx.doi.org/10.19030/jier.v9i4.8090.
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Most high schools offer remedial learning sessions to their students; however, very little is known about the perception of these activities, especially with regards to the students motivations. In order to gain insights into both topics, an exploratory study was conducted within a sample of 1388 high school students in the Province of Quebec (Canada). Participants were selected on the basis of their voluntary participation or non-participation in remedial learning sessions held at school. School motivation was measured with a questionnaire based on Deci and Ryans SDT (Self Determination Theory); perceptions were gathered and measured with open-ended and multiple choice items. Quantitative results indicated that participants of remedial learning sessions were more strongly motivated towards school. No significant relationships were found between attendance and grades, with similar proportions of high, average and below average participating and non-participating students; however, among participants, girls outnumbered boys by 2:1. Two main categories emerged from qualitative analyses: remedial learning can be seen as: a) an instrumental support linked to the subject matter; or b) a relational support which fosters better learning.
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Johnston, Wendy. "Keeping Children in School: The Response of the Montreal Catholic School Commission to the Depression of the 1930s." Historical Papers 20, no. 1 (April 26, 2006): 193–217. http://dx.doi.org/10.7202/030939ar.
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Abstract In Quebec, as elsewhere in Canada, the depression of the 1930s highlighted the inadequacies of existing welfare arrangements and ultimately compelled a shift towards greater state intervention and rationalization of philanthropy. Historians have so far devoted little attention to the situation of children and the evolution of child welfare services during this crucial period. This paper seeks to examine the effects of the depression on the origins, the nature and the impact of aid policies in a particular urban school system. The analysis centres on the Montreal Catholic School Commis- sion (MCSC), the largest of Quebec's local public school boards, during the period 1929 to 1940. In 1930, the Commission s primary and secondary schools boasted an enrolment of nearly one hundred thousand students. These mainly French-speaking children of working-class origin were particularly hard hit by the economic crisis. The author argues that the severe physical want experienced by schoolchildren in the depression years constituted a formidable obstacle to regular school attendance and to learning. Faced with this situation, MCSC officials were obliged to abandon a conception enshrining education, health and welfare as separate categories. The economic crisis thus compelled the commission to assume an enlarged, systematized and diversified role in student welfare. School authorities rationalized and expanded the long-standing policy of free schooling for indigents and, in 1934, created a social service agency to provide free milk and clothing to needy children. To this end, they allied a continuing reliance on private charity with the adoption of modern social work practices. However, lacking sufficient funding, MCSC assistance programmes proved hopelessly unequal to the enormous student need. The MCSC s depression-era ini- tiatives were, despite their inadequacies, developments of long-term significance, providing the springboard for social work's entry into the school system.
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Artetxe Sanchez, Karmele. "Las escuelas de barriada de Bizkaia (1920-1937). Revisión y nuevos datos." Historia y Memoria de la Educación, no. 12 (May 27, 2020): 363. http://dx.doi.org/10.5944/hme.12.2020.25320.
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The objective of this article is to review the existing historiography on the Escuelas de Barriada (Rural Schools of Bizkaia Province, Basque Country), created and promoted by the Provincial Council of Bizkaia between 1920-1937, giving nuance to certain issues and providing new data on four aspects. The first of these is the question of instructional language. The use of Basque in the classroom was progressively reduced in favor of Spanish almost from the first moment and did not provoke opposition from teachers, even though many of them were Basque nationalists. Secondly, we provide an analysis of the initial curriculum, which presented a more pedagogical rather than ideological approach, oriented towards a teaching style that was more comprehensive than memory-based. This was especially appreciable in the areas of mathematics and geometry, where exclusionary political indoctrination was avoided, with content referring to both Basque and Spanish identity. Thirdly, we analyse the alleged use of books containing Basque nationalist political content in these schools, of which we have found no evidence. And finally, we offer an overview of the type of teachers that worked in these schools, including an analysis of their ideological profile: more than 90% of the faculty was composed of women, generally young, single, Basque-speaking, Catholic and ideologically sympathetic to Basque nationalism . The research focuses on the 1920-1930 period, when the Provincial Council of Bizkaia was governed by Monarchists and when the Dictatorship of Primo de Rivera began. This was the period when the original pro-Basque project of these schools was transformed. Some data and questions about the later era are also presented.
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De Wals, Philippe, Pierre Deshaies, Gaston De Serres, Bernard Duval, Lise Goulet, Bernard Pouliot, Sylvie Ricard, and Maurice Poulin. "Risk and Prevention of Meningococcal Disease among Education Workers: A Review." Canadian Journal of Infectious Diseases 15, no. 2 (2004): 89–93. http://dx.doi.org/10.1155/2004/370415.
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The aims of the present study were to review the risk of invasive meningococcal disease (IMD) among education workers, particularly pregnant women, and to evaluate preventive measures, in a context of endemicity, outbreak or epidemic as observed in the province of Quebec. The literature was reviewed and persons in charge of IMD surveillance in France, Quebec, the United Kingdom and the United States were interviewed. Surveys of asymptomatic carriage ofNeisseria meningitidisshow that transmission among students is higher than transmission between students and teachers. IMD incidence among education workers was analyzed in Cheshire (United Kingdom) in the period from 1997 to 1999, and the results indicated a risk six times higher than that in the general population. Overestimation of the magnitude of the risk is possible because the analysis focused on a cluster. None of the population-based studies of IMD mentioned a risk of secondary cases among education workers. Six IMD cases in education workers were identified in five clusters in schools in the United Kingdom, but not in the other countries. There is no epidemiological study on IMD risk among pregnant women, and this factor was not mentioned in any published review of IMD. Immunization of education workers at the beginning of their employment, using serogroup C glycoconjugate vaccine or a combined A, C, W-135, and Y conjugate vaccine (still under development), could reduce IMD risk, but the cost effectiveness of this measure should be evaluated. The societal benefit of excluding pregnant women from the work place during an outbreak seems to be very low, even if disease risk could be decreased for this specific group. When chemoprophylaxis is indicated for the control of an outbreak in an educational setting, treatment should be offered both to students and teachers in the group at risk.
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MacLeod, Andrea A. N., Rabia Sabah Meziane, and Diane Pesco. "Language abilities of children with refugee backgrounds: Insights from case studies." Applied Psycholinguistics 41, no. 6 (August 28, 2020): 1329–49. http://dx.doi.org/10.1017/s0142716420000405.
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AbstractSince 2015, more than 58,000 Syrian refugees have settled in Canada and, at the time of the 2016 national census, more than a fifth had settled in the province of Quebec. The rising numbers of refugees and the risks associated with families’ forced displacement have underscored the need to better understand and support the language of refugee children. The article reports on the oral language of three Syrian children ages five and six years, drawing on data from parent interviews, teacher reports, measures of the children’s language, and observations of their language use in a dual-language stimulation group, StimuLER. By triangulating this data, we were able to develop a rich and realistic portrait of each child’s language abilities. For these three boys, we observed that the home language was vulnerable to delays and weaknesses, and that learning the language of school was a drawn-out process. We also documented that parents and teachers had difficulties communicating with one another, and thus had difficulty meeting the educational needs of these children. We conclude that to foster resiliency in these children who are refugees, schools must find a way to build bridges with the parents to support the children’s language learning in both the language of school and at home.
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Chaput, Roger. "Du rapport Durham au « rapport» Brossard : le droit des Québécois à disposer d'eux-mêmes." Histoire du droit et des institutions 20, no. 1-2 (April 12, 2005): 289–313. http://dx.doi.org/10.7202/042318ar.
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In spite of apparent acceptance by the Imperial government of Durham's recommendation for accelerating the inevitable assimilation of the French culture into its Anglo-Saxon environment, French Canadians nevertheless enjoyed a fair amount of de facto self-government during the years which preceded Confederation. A proof of this is their ability to consolidate during that period the ecclesiastical establishment which was to constitute the core of their social structure for the next century and their success in putting the French language more or less on the same footing as the English language by the repeal of article XLI of the Union Act. Quebeckers were even successful in effecting the codification of their civil laws. All of this however required the active cooperation of the English members of the provincial legislature. A real measure of self-determination was attained by the French as a result of Confederation which gave each province including Quebec exclusive jurisdiction in certain matters. In theory, this new freedom was to be exercised within fairly narrow limits, in view of the federal power to disallow provincial statutes, of the extensive list of federal powers which had priority over a smaller list of provincial powers, and of the federal residual power, not to mention the « general » authority of the federal Parliament. As it turned out, the provinces and therefore Quebeckers enjoyed much more freedom than had been anticipated, as a result of the Privy Council's interpretation of the constitution, a development which to some extent was predictable. The increase in provincial freedom was also due to the political pressure exercised by the provinces themselves. Surprisingly enough, Quebec did not join the « provincial league » at an early hour, Ontario being at first the main defender of provincial autonomy. Quebec's espousal of the provincial cause had to await the removal from power of the Conservatives in the province. The Liberals who took over had voted against Confederation which they regarded as unduly centralized. This in itself would have made them an ally of Ontario. But there was more than that to it. The Quebec Liberals had opposed the 1867 federation from the start (and refused to participate in the 1864 coalition) because they considered that Quebec's freedom might become unduly restrained in a system where she would be faced with numerous partners or provinces, all Anglo-Saxon, instead of having to face an English majority limited to Ontario. It so happened that the Liberals came to power on a wave of profound and widespread dissatisfaction among the French, precisely because of a perceived restriction of their freedoms during the Riel crisis. Hence, the eager look of the people of Quebec towards their own capital as a source of protection against federal encroachment to what they regarded as their legitimate rights. This feeling was reinforced regularly for a period of fifty years as a result first of the Manitoba school question, then the Alberta and Saskatchewan school question, the Keewatin school problem and last but by no means least the Ontario school crisis which this time concerned French schools only. On top of that, came the 1917 conscription to which can be traced the origin of the « modern » separatist movement. During most of that time, the Liberals were in power (1897-1936) and it is no wonder that Quebec gradually became the ever present champion of provincial rights. When Duplessis defeated the Liberals, the trend was so well established that it transcended party lines. Later, the pressure exercised gradually by the separatist movement and the increasing desire of Quebeckers to have more freedom and be masters in their own house led to the Quiet Revolution whose leaders finally asked for a special status. If polls are any indication, it is towards this last approach that a majority of Quebeckers are looking to solve the constitutional question. On the other hand, the right of peoples to self-determination has acquired a wide measure of international recognition since Durham's report which is a far cry from Professor Brossard's recent « report » on the subject as it applies to Quebec, written under the aegis of the Centre de recherche en Droit public of the law faculty of the Université de Montréal. As things now stand, the next step in the determination of Quebec's right to self-government is in the hands of Quebeckers at the forthcoming referendum.
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Castro, César Augusto, Samuel Luis Velázquez Castellanos, and Josivan Costa Coelho. "INSPETORIA DA INSTRUÇÃO PÚBLICA E PROFISSÃO DOCENTE NO MARANHÃO IMPÉRIO." Cadernos de Pesquisa 22, no. 2 (August 31, 2015): 58. http://dx.doi.org/10.18764/2178-2229.v22.n2.p.58-73.
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Este trabalho centra-se na análise do papel da Inspetoria da Instrução Pública no Maranhão, principal órgãode regulação e controle do ensino nas escolas públicas e particulares, resgatando o processo de escolarização formuladopelos legisladores, focalizando as políticas públicas de controle e regulação sobre quem e o que era ensinado nasescolas. A partir do levantamento e análise da documentação oficial, formulada pelos funcionários provinciais foi possívelidentificar os diferentes níveis de instrução formal; as intencionalidades impostas na província; a percepção de umaeducação primária baseada na carência de materiais da cultura escolar, os vencimentos que obrigavam os docentesa terem outras ocupações e a falta de espaços apropriados para as aulas, a grande maioria, funcionando na casa dosprofessores. Fica claro, ainda, a necessidade de se estabelecer novas modalidades de controle ou cerceamento à circulaçãode ideias que, porventura, questionassem os pilares da sociedade cristã/católica, motivando uma reformulaçãodos modelos censores para procederem com maior eficácia um patrulhamento ideológico sob alguns indivíduos.Palavras-chave: Inspetoria Pública. Regulação do Ensino. Maranhão Imperial. INSPECTION OF PUBLIC INSTRUCTION AND TEACHING PROFESSION IN MARANHÃO EMPIREAbstract: This paper focuses on analyzing the role of the Inspectorate of Public Instruction in Maranhão, the mainorgan for the regulation and control of education in public and private schools, bringing out the schooling process formulatedby legislators, focusing on regulatory and control public policy about who and what was taught in schools. From thesurvey and analysis of official documentation, formulated by provincial officials, it was possible to identify different levelsof formal education; the intentionalities that occurred in the province of Maranhão; the perception of a primary educationbased on lack of material of the school culture, the salaries that forced teachers to have other occupations and the lack ofappropriate spaces for classes, the vast majority of teachers worked at home. It’s clear the need to establish new forms ofcontrol or restriction to the flow of ideas, which, perhaps, questions the pillars of the Christian / Catholic society, promptinga redesign of the censors models to proceed more effectively with an ideological patrol about some individuals.Keywords: Public Inspection. Regulation of Education. Maranhão Imperial Age. INSPECTORIA DE LA INSTRUCCIÓN PÚBLICA Y LA PROFESIÓN DOCENTE ENMARANHÃO IMPÉRIOResumen: Este trabajo se centra en el análisis del papel de la Inspectoría de la Instrucción Pública en Maranhão,principal órgano de regulación y control de la enseñanza en las escuelas públicas y particulares, rescatando el procesode escolarización formulado por los legisladores, con foco en las políticas públicas de control y de la regulación sobrequién y sobre qué, se enseñaba en las escuelas. A partir del levantamiento y del análisis de la documentación oficial,formulada por los funcionarios provinciales, fue posible identificar los diferentes niveles de instrucción formal; las intencionalidadesimpuestas en la provincia; la percepción de una educación primaria basada en la carencia de materiales dela cultura escolar, los salarios que obligaban a los docentes a tener otras ocupaciones y la falta de espacios apropiadospara las clases, la gran mayoría, funcionaba en la casa de los profesores. Queda evidente, aún, la necesidad de establecersenuevas modalidades de control o de regulación a la circulación de ideas que, pudieran cuestionar los pilares dela sociedad cristiana/católica, motivando una reformulación de los modelos censores, para que procediesen con mayoreficacia, a un patrullamiento ideológico sobre algunos individuos.Palabras clave: Instrucción Pública. Regulación de la Educación. Maranhão Imperial.
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Sawaya, Jean-Pierre. "Les Amérindiens domiciliés et le protestantisme au XVIIIe siècle : Eleazar Wheelock et le Dartmouth College." Historical Studies in Education / Revue d'histoire de l'éducation, January 7, 2011. http://dx.doi.org/10.32316/hse/rhe.v22i2.2332.
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Cet article étudie les stratégies élaborées au XVIIIe siècle par Eleazar Wheelock, le président fondateur du Dartmouth College, pour diffuser le protestantisme dans la vallée du Saint-Laurent et la participation des Amérindiens au projet presbytérien dans la province de Québec. En 1772, Wheelock forge une singulière alliance avec des chefs amérindiens pour introduire des missionnaires et des séminaristes dans les communautés autochtones puis recruter des enfants pour les éduquer et les instruire à Hanover (New Hampshire). Malgré les tentatives du clergé catholique-romain pour contrôler ces échanges, les Iroquois, les Abénaquis et les Hurons collaborent. Les protestants s’installent à Kahnawake et Odanak pour apprendre les langues et les coutumes indiennes, instaurent une école pour y enseigner l’anglais et prêcher l’Évangile et recrutent des enfants pour le premier pensionnat fréquenté par les Amérindiens du Québec, l’école industrielle et résidentielle de la Moor’s Indian Charity School du Dartmouth College.
This article examines the strategies developed by Eleazar Wheelock, the founding president of Dartmouth College, to spread Protestantism in the St. Laurence Valley and secure Aboriginal support for Presbyterianism in Quebec. In 1772, Wheelock forged a unique alliance with Aboriginal leaders that permitted the entry of missionaries and seminarians into their communities and the recruitment of children for education and religious instruction in Hanover, New Hampshire. Despite attempts by the Roman Catholic clergy to control these exchanges, the Iroquois, the Abenakis, and the Hurons all collaborated with Wheelock. Protestants settled in Kahnawake and Odanak to learn Aboriginal languages and customs and established a school to teach English, preach the Gospel, and recruit children for the first boarding school attended by Quebec Aboriginals, Moor’s Indian Charity School at Dartmouth College.
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Hambulo, Farrelli, and Leonie Higgs. "Catholic secondary education and identity reformation in Zambia’s Southern Province: an outcome of a conflict of educational policy values or not?" Koers - Bulletin for Christian Scholarship 82, no. 1 (May 5, 2017). http://dx.doi.org/10.19108/koers.82.1.2279.
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Abstract This article sets out to reflect critically on the causes of undesired identity reformation that has occurred in Catholic secondary schools in Zambia’s Southern Province since the country gained independence from Britain in 1964. This critical reflection is necessitated by the fact that although scholars in the field of Catholic education and the Zambian people acknowledge the presence of undesired identity reformation in Catholic schools, this issue is presented in brief, speculative and indefinite terms. This is against a background where such schools have earned themselves a good reputation due to their provision of quality education to the Zambian people since independence. Catholics and other people concerned with the welfare of Catholic education have started to express their discontent with the identity reformation experienced by Catholic schools. This article, therefore, critically engages with Carmody’s (2007) contentions regarding the causes of undesired identity reformation in Catholic schools and relates them specifically to Catholic secondary schools in Zambia’s Southern Province in order to verify them. It is shown in this article that Carmody’s contentions are not relevant in explaining the causes of undesired identity reformation in Catholic secondary schools in Zambia’s Southern Province. As such, in stating the nature and the scope of the undesired identity reformation in Catholic secondary schools in Zambia’s Southern Province, the article highlights four genuine causes of undesired identity reformation. These four genuine causes are linked to a weakening of the “academic” and “religious” missions of Catholic schools, which contributes to their loss of Catholic education identity as recommended in Catholic education policy. Key words: Identity; Catholic; academic; religious Opsomming Hierdie artikel, “Katolieke sekondêre onderwys en identiteitsreformasie in Zambië se Suidelike Provinsie: ’n Gevolg van strydige waardes van onderwysbeleid of nie?”, is ’n uitvloeisel van ’n studie getitel “Katolieke sekondêre onderwys en identiteitsreformasie in Zambië se Suidelike Provinsie”. Die artikel dui aan dat sedert Katolieke skole in Zambië gevestig is, hulle deel van daardie land se onderwysvoorsiening uitmaak en oor die jare ’n goeie reputasie as verskaffers van onderwys van ’n goeie gehalte opgebou het. Sedert Zambië se onafhanklikwording in 1964 het Katolieke onderwys egter ’n ongewenste identiteitsverandering of -reformasie ondergaan, wat behels dat dit van Katolieke onderwyspraktyk, soos aanbeveel in Katolieke onderwysbeleid, afwyk. Kenners van Katolieke onderwys in Zambië en die Zambiese nasie erken die identiteitsverlies wat Katolieke skole sedert onafhanklikwording ondervind en gee hul ontevredenheid daarmee te kenne. Die betrokke kenners verwys slegs oorsigtelik na die probleem van identiteitsverlies wat Katolieke skole ondervind, wat tot gebrekkige insig in die probleem bydra. Die Zambiese nasie verwys slegs op spekulatiewe en onduidelike wyse na hierdie probleem, wat ook tot gebrekkige insig in die probleem van identiteitsverlies in Katolieke skole in die land bydra. Met verwysing na die argumente wat kenners van Katolieke onderwys oor hierdie probleem in Zambië aanvoer, is hierdie artikel gemoeid met die argumente wat Carmody (2007) aangaande die oorsake van ongewenste identiteitsreformasie in Katolieke skole aanvoer; die argumente word spesifiek met katolieke sekondêre skole in Zambië se Suidelike Provinsie in verband gebring met die doel om hulle te verifieer. Die artikel dui aan dat Carmody se argumente nie op Katolieke sekondêre skole in Zambië se Suidelike Provinsie van toepassing is nie en voer redes hiervoor aan. Die artikel gee ook ’n tentatiewe beskrywing van die ongewenste identiteitsreformasie wat Katolieke sekondêre skole in die Suidelike Provinsie ondervind en sluit af met ’n uiteensetting van die vier ware oorsake van ongewenste identiteitsreformasie in Katolieke sekondêre skole in Zambië se Suidelike Provinsie. Sleutelwoorde: identiteit, Katoliek, akademies. godsdienstig
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Dixon, Robert T. "The influence of Religious Teaching Orders on Catholic schools in Canada outside of Quebec." International Studies in Catholic Education, December 20, 2019, 1–18. http://dx.doi.org/10.1080/19422539.2019.1691828.
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Hambulo, Farrelli, and Leonie Higgs. "Social Change and the Identity of Catholic Secondary Schooling in Zambia’s Southern Province: A Catholic and Zambian National Education Policy Analytical Perspective Since 1964." Koers - Bulletin for Christian Scholarship 84, no. 1 (December 12, 2019). http://dx.doi.org/10.19108/koers.84.1.2447.
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The Catholic Church has always proved to be a very dependable and reliable partner to various governments globally in terms of educational provision through Catholic educational institutions at all educational levels. Apart from such education institutions contributing to educational provision at all educational levels globally, the education they provide is also of a high standard. Taking a pinnacle position, at all levels in Catholic educational provision is the ‘religious mission’ and subordinate to this is the ‘academic mission’; and combined the two missions form the basis of Catholic schooling globally. However, the two missions of Catholic schooling highlighted above have not remained static over the years in Zambia’s education system due to factors of social change. Consequently, this has specifically led Catholic schools to experience an ‘identity change’ over the years since the attainment of political independence in Zambia (1964).The interplay of issues regarding the situation of Catholic schooling indicated above is centred on social change which determines educational policy directives or provisions culminating in the ‘changed identity of Catholic schools’. Social change factors divert the schools from educational practice as directed by the evolving Catholic education policies over the years. The general purpose of the paper, which utilises research findings from Hambulo’s (2016) study entitled ‘Catholic secondary education and identity reformation in Zambia’s Southern Province,’ is to give a categorical articulation of how factors of social change in the Zambian setting have influenced education policy directives, leading to the ‘changed identity’ of particularly Catholic secondary schools in Zambia’s Southern Province since 1964. Keywords: academic; education; Catholic; mission; policy; religious Opsomming Die Katolieke Kerk het nog altyd bewys dat hy wêreldwyd ’n baie betroubare en geloofwaardige vennoot vir verskeie regerings is wat betref onderwysvoorsiening deur middel van Katolieke onderwysinstellings op alle onderwysvlakke. Afgesien van hierdie onderwysinstellings se bydrae wêreldwyd tot onderwysvoorsiening op alle onderwysvlakke, is die onderrig wat die Kerk bied ook van ’n hoogstaande standaard. By Katolieke onderwysvoorsiening is die “godsdienstige missie”, en ondergeskik hieraan die “akademiese missie”, op alle vlakke belangrik; en as hierdie twee missies gekombineer word, vorm dit die wêreldwye basis van Katolieke onderrig. In Zambië se onderwysstelsel het die twee missies van Katolieke onderwys wat hier bo genoem word, met die verloop van tyd egter nie staties gebly nie ‒ vanweë faktore van sosiale verandering. As gevolg van hierdie faktore en sedert Zambië politieke onafhanklikheid (1964) bereik het, het Katolieke skole oor die jare ’n “identiteitsverandering" ondergaan. Die interaksie tussen kwessies rakende die situasie van Katolieke onderwys wat hier bo genoem word, sentreer op sosiale verandering wat die onderwysbeleidsriglyne of -voorskrifte bepaal, wat gelei het tot die “veranderde identiteit van Katolieke skole”. Sosiale veranderingsfaktore het die skole weggelei van onderwyspraktyke soos bepaal deur die ontwikkelende Katolieke onderwysbeleid deur die jare. Die hoofdoel van hierdie artikel, wat die navorsingsbevindings van Hambulo (2016) se studie, “Catholic secondary education and identity reformation in Zambia’s Southern Province” gebruik, is om kategoriese artikulasie te bied van hoe faktore van sosiale verandering sedert 1964 in die Zambiese opset die onderwysbeleidsriglyne beïnvloed het en gelei het tot die “veranderde identiteit” van Katolieke sekondêre skole in Zambië se Suidelike Provinsie in die besonder. Sleutelwoorde: akademies; onderwys; Katoliek; missie; beleid; godsdienstig
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Leduc, Jean-Michel, Victoire Kpadé, Samantha Bizimungu, Martine Bourget, Isabelle Gauthier, Christian Bourdy, Estelle Chétrit, and Saleem Razack. "Black students applying and admitted to medicine in the province of Quebec, Canada: what do we know so far?" Canadian Medical Education Journal, August 18, 2021. http://dx.doi.org/10.36834/cmej.72017.
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To address the underrepresentation of Black students in medical schools in Canada and identify barriers in selection processes, we compare data from the latest Canadian census to that of an exit-survey conducted after a situational judgment test (Casper) among medical school applicants and from questionnaires done after selection interviews in Quebec, Canada. The proportion of Black people aged 15-34 years old in Quebec in 2016 was 5.3% province-wide and 8.2% in the Montreal metropolitan area. The proportion in the applicant pool for 2020 in Quebec was estimated to be 4.5% based on Casper exit-survey data. Comparatively, it is estimated that Black people represented 1.8% of applicants invited to admission interviews and 1.2% of admitted students in Quebec in 2019. Although data from different cohorts and data sources do not allow for direct comparisons, these numbers suggest that Black students applying to medical school are disproportionately rejected at the first step compared to non-Black students. Longitudinal data collection among medical school applicants will be necessary to monitor the situation. Further studies are required to pinpoint the factors contributing to this underrepresentation, to keep improving the equity of our selection processes.
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Bourhis, Richard Y., and Rana Sioufi. "Assessing forty years of language planning on the vitality of the Francophone and Anglophone communities of Quebec." Multilingua 36, no. 5 (January 1, 2017). http://dx.doi.org/10.1515/multi-2017-3048.
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AbstractThis article analyses how language laws favouring French improved the vitality of the Francophone majority relative to the declining Anglophone minority of Quebec. Part one provides a review of Canadian Government efforts to provide federal bilingual services to Francophones and Anglophones across Canada. Using the ethnolinguistic vitality framework, part two reviews key language policies adopted in Quebec designed to increase the status of French relative to English in the province, while part 3 assesses the impact of such laws on the demographic vitality of Francophones and Anglophones. Part 4 analyse how such laws succeeded in reducing the institutional vitality of the Anglophone minority especially their English schools. Pro-French laws did succeed in having 95 % of the Quebec population maintain knowledge of French, keeping 82 % of all its citizens as users of French at home, ensured that 90 % of Francophone employees used French at work, increased to 70 % French/English bilingualism amongst Anglophones and reduced the size of their English school system by 60 %. Nationalist discourse highlights threats to French, given that Quebec Francophones remain a linguistic minority in North America. Can Francophones accept a ‘paradigm shift’ by reframing their position from a
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Duquette, Catherine, and Rose Fine-Meyer. "Gaining Nationhood: A Comparative Analysis of Images Found in Ontario and Quebec History Textbooks, 1920 to 1948." Historical Studies in Education / Revue d'histoire de l'éducation, October 31, 2017. http://dx.doi.org/10.32316/hse/rhe.v29i2.4512.
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The centenary of the beginning of the First World War has seen renewed global attention to the war. A proliferation of scholarly works, commemorative public events, documentaries, and museum exhibits dedicated to the war ensured that the participating nations reaffirmed messages of service and sacrifice. The global response provides some insight into how nations crafted the memory of the war and the links made between remembrance and national identity. The Canadian War Museum, along with various state commemorations, encased the events of the war within narratives of heroism and sacrifice, most recently with the celebratory focus on the Battle of Vimy Ridge. This renewed interest in the war inspired this study, which explores how the war was portrayed in Ontario and Quebec history textbooks in the immediate post-war decades. This project argues that an analysis of both the textual narratives and the visual culture portrayed in history textbooks helps us better understand messages of nationhood in Canada. Through an examination of history textbooks that were approved in Ontario and Quebec between 1920 and 1948, we seek to uncover what the Ontario Department of Education, the Catholic church, and publishers felt were important for students in schools to remember about Canada’s participation in the war.RésuméLe centenaire du début de la Première Guerre mondiale a contribué à renouveler l’intérêt du public pour la Grande Guerre. On observe alors une prolifération des ouvrages académiques, des événements commémoratifs publics, des documentaires et des expositions muséales qui y sont dédiés et dont le but est de réaffirmer le message de service et de sacrifice des États qui y ont pris part. Ces ouvrages et événements donnent un aperçu de comment les nations construisent leur mémoire de la guerre ainsi que des liens tissés entre le devoir de mémoire et l’identité nationale. Le Musée canadien de la guerre, ainsi que plusieurs commémorations gouvernementales, synthétisent les événements de la Grande Guerre dans un récit d’héroïsme et de sacrifice. Un exemple récent de cela est l’intérêt porté à la bataille de la crête de Vimy. Cet intérêt renouvelé envers la Grande Guerre a inspiré cette étude qui explore comment celle-ci a été représentée dans les manuels scolaires de l’Ontario et du Québec dans les décennies suivants la fin de la Première Guerre mondiale. Ce projet propose qu’une analyse des manuels centrés sur les récits textuels et de la culture visuelle aide à mieux comprendre les messages associés à la construction de la nation canadienne. À partir d’un examen des manuels scolaires approuvés pour l’Ontario et ceux disponibles pour le Québec entre les années 1920 et 1948, nous cherchons à découvrir ce que le Département de l’Éducation de l’Ontario, l’Église Catholique et les maisons d’éditions considéraient comme étant importants à ce souvenir à propos de la participation du Canada à la Première Guerre mondiale.
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Karsenti, Thierry. "The Interactive Whiteboard: Uses, Benefits, and Challenges. A survey of 11,683 Students and 1,131 Teachers | Le tableau blanc interactif : usages, avantages et défis. Une enquête auprès de 11 683 élèves et 1131 enseignants." Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie 42, no. 5 (January 31, 2017). http://dx.doi.org/10.21432/t2ww4j.
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Over the past five years, the interactive whiteboard (IWB) has been massively introduced into schools across the province of Quebec, Canada. This study explores how the IWB is being used, and the associated benefits and challenges. Data on 11,683 students (from 4th year elementary to grade 12) and 1,131 teachers were collected with five instruments: 1) a survey questionnaire for all students, 2) a survey questionnaire for all teachers, 3) individual interviews with teachers, 4) group interviews with teachers, and 5) group interviews with students. Far from calling into question the need to integrate technology into education, the results reveal that certain tools, such as the IWB, may be more complicated and time-consuming to integrate than others. However, despite teachers’ reports of technical problems, the IWB appears to have real educational potential.Au cours des dernières années les tableaux blancs interactifs (TBI) ont été massivement introduits dans les écoles du Québec (Canada). Cette étude explore comment cet outil numérique est utilisé, de même que les avantages et les défis qui y sont associés. Les données ont été recueillies auprès de 11 683 élèves (de la 4e à la 12e année) et 1 131 enseignants avec cinq outils de collecte de données: 1) un questionnaire d’enquête pour tous les élèves; 2) un questionnaire d’enquête pour tous les enseignants; 3) des entrevues individuelles avec des enseignants; 4) des entrevues de groupe avec des enseignants; 5) des entrevues de groupe avec des élèves. Loin de remettre en question l’intégration des technologies en éducation, les résultats de cette étude révèlent plutôt que certains outils, comme le TBI, peuvent parfois être plus complexes et chronophages à utiliser que d’autres. Néanmoins, même si plusieurs enseignants ont souligné les nombreux problèmes techniques, le TBI comporte un grand potentiel éducatif.
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Roy, M., É. Lavoie-Trudeau, M. Benlkhalti, Y. Couturier, J. Lane, I. Clapperton, M. A. Roy, L. Bibeau, M. Ouellette, and C. Camden. "Barriers and facilitators to implement community outreach work and collaboration with partners." European Journal of Public Health 30, Supplement_5 (September 1, 2020). http://dx.doi.org/10.1093/eurpub/ckaa166.414.
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Abstract Background Community outreach workers support individuals to access health and community services through various form of proximity approaches. Even though community outreach work is present in the province of Quebec (Canada) since the past 40 years, it is still difficult to implement and sustained, especially with families with young children. The aim of this study was to document barriers and facilitators to implement community outreach work, and to describe how such workers collaborate with sectoral (e.g. healthcare) and intersectoral (e.g. municipality, community organizations, schools) partners. Methods A content analysis was performed on 55 scientific and grey literature documents, and on the transcriptions of 24 individual interviews and 3 focus groups with stakeholders including parents, community outreach workers, healthcare employees, and inter-sectoral partners. Results This study reveals four categories of barriers and facilitators acting on the implementation of community outreach work: factors related to organizational factors, to the nature of community outreach work, to the intervention with families, and external/uncontrollable factors. With regards to collaboration, community outreach workers collaborate with many partners. Good interprofessional collaboration is achieved with a positive interaction and communication, shared or co-constructed activities for the families, co-intervention with the families, and strategies to be known and intersectoral meetings. Conclusions Results highlighted that many factors interact and can either influence positively or negatively the opportunity to implement community outreach work. The collaborative practices identified might help maximizing facilitators and overcoming barriers. Advocacy and a better understanding of how to integrate community outreach work within health services while maintaining the workers' flexibility are needed to sustain this practice. Key messages Advocacy and a better understanding of how to integrate community outreach work within health services while maintaining the workers’ flexibility are needed to sustain this practice. Community outreach workers help to reduce inequalities in health.
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De Vos, Gail. "News, Awards & Announcements." Deakin Review of Children's Literature 4, no. 4 (April 20, 2015). http://dx.doi.org/10.20361/g2w02g.
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News and Announcements1) Canadian Children's Book News, Spring 2015 IssueIn recognition of the TD Canadian Children's Book Week and its theme "Hear Our Stories: Celebrating First Nations, Métis and Inuit Literature," this issue explores several facets of this vibrant part of children's literature. It includes a profile of author David Alexander Robertson and a look at the publishers and market for First Nations, Métis, and Inuit stories.2) TD Canadian Children's Book Week (May 2- May 9, 2015) is the single most important national event celebrating Canadian children’s books and the importance of reading. More than 28,000 children, teens, and adults participate in activities held in every province and territory across the country. Hundreds of schools, public libraries, bookstores, and community centres host events as part of this major literary festival. It is organized by the Canadian Children’s Book Centre, in partnership with the Storytellers of Canada/Conteurs du Canada.3) Free Comic Book Day (May 2, 2015) takes place annually on the first Saturday in May. It is a single day when participating comic book specialty shops and public libraries across North America and around the world give away comic books absolutely free to anyone who comes into their shops! For more information: http://www.freecomicbookday.com/Home/1/1/27/9924) Canadian Authors for Indies Day (May 2, 2015)Authors across Canada support independent bookstores by volunteering as guest book sellers. To see who may be in your local indie book store, go to http://www.authorsforindies.com/5) Storytellers of Canada/Conteurs du Canada conference: Where Languages Meet (July 2-5, 2015). This year’s conference is in Lévis, Quebec where a rich storytelling tradition awaits. La Maison Natale Louis Fréchette – birthplace of one of Quebec’s most celebrated poets – hosts the SC-CC conference which proudly brings a range of vibrant programming in both official languages storytellers and listeners. http://www.storytellers-conteurs.ca/en/conference/storytellers-conference-2015.html6) Words in 3 Dimensions Conference 2015: Intersections (May 22 to 24, 2015)Held at the Chateau Lacombe Hotel in Edmonton for this second edition, the conference connects writers, editors, publishers, and agents from across Canada. This weekend focuses on how and where a writer’s work with words intersects with other disciplines. http://www.wordsin3d.com/7) The 2015 Storytelling World Resource Awards (storytellingworld.com/2015/) includes the following Canadian titles :Stories for Pre-Adolescent Listeners: Not My Girl: the True Sotry of a Daughter's Cultural Adjustmentsby Christy Jordan-Fenton and Margaret Pokiak-Fenton (Annick Press)Stories for Adolescent Listeners: Hope Springs: a Story of Complassion and understanding by Eric Walters (Tundra Books)8) IBBY Canada (International Board on Books for Young People, Canadian section). Stop, Thief!, illustrated by Pierre Pratt and written by Heather Tekavec (Kids Can Press, 2014), is the winner of the Elizabeth Mrazik-Cleaver Canadian Picture Book Award. Pierre was also nominated [again] by IBBY Canada for the prestigious Hans Christian Andersen Award.” www.ibby-canada.org/elizabeth-mrazik-cleaver-pratt/And now, a plethora of shortlist announcements:1) The 2015 Alberta Literary Awards ShortlistWinners will be announced and awards presented at the Alberta Literary Awards Gala on Saturday, May 23, 2015. The celebration will take place at the Chateau Lacombe Hotel (10111 Bellamy Hill Road) in Edmonton alongside the 2015 Words in 3 Dimensions Conference: Intersections (see above).A full list of award categories and nominees can be found at http://writersguild.ca/2015-alberta-literary-awards-shortlist/2) R. Ross Annett Award for Children's Literature (www.bookcentre.ca/awards/r_ross_annett_award_childrens_literature) Victor Lethbridge– You're Just Right (Tatanka Books)Leanne Shirtliffe– The Change Your Name Store (Sky Pony Press)Richard Van Camp– Little You (Orca Book Publishers) 3) 2014 Science in Society Book Awards Shortlists. Two annual book awards honour outstanding contributions to science writing. One is for books intended for children ages 8-12; the other for book aimed at the general public. Winners will be announced on Canada Book Day, April 23, 2015. http://sciencewriters.ca/awards/book-awards/Zoobots by Helaine Becker, Kids Can Press.Starting from Scratch by Sarah Elton, Owl Kids Books.It’s Catching by Jennifer Gardy, Owl Kids Books.The Fly by Elise Gravel, Penguin Random House.If by David J. Smith, Kids Can Press.4) 2015 Atlantic Book Awards ShortlistThe full shortlist for the eight different book prizes comprising the 2015 Atlantic Book Awards can be found www.atlanticbookawards.ca. Below are the nominees for the Ann Connor Brimer Award for Children’s Literature and the Lillian Shepherd Award for Excellence in Illustration. Winners will be announced Thursday, May 14, 2015.Ann Connor Brimer Award for Children’s LiteratureJack, the King of Ashes by Andy Jones (Running Goat Books & Broadsides)Flame and Ashes: The Great Fire Diary of Triffie Winsor (Dear Canada series) by Janet McNaughton (Scholastic Canada Ltd.)The End of the Line by Sharon E. McKay (Annick Press Ltd.)Lillian Sheperd Award for Excellence in IllustrationSydney Smith (nominee) Music is for Everyone by Jill Barber (Nimbus Publishing)Michael Pittman (nominee) Wow Wow and Haw Haw by George Murray(Breakwater Books)Nancy Rose (nominee) The Secret Life of Squirrels by Nancy Rose (Penguin Canada)5) Newfoundland and Labrador Book Award shortlist.During even-numbered years, these awards honour fiction and children’s/young adult fiction books; odd-numbered years recognise poetry and non-fiction. The winners will be announced May 27, 2015. This year’s list of finalists for the Newfoundland and Labrador Non-fiction Award are all first-time authors (http://wanl.ca/literary_awards)Alan Doyle for Where I Belong: From Small Town to Great Big Sea (Doubleday Canada)Janet Merlo for No One to Tell: Breaking My Silence on Life in the RCMP (Breakwater Books)Andrew Peacock for Creatures of the Rock (Doubleday Canada)Three acclaimed Newfoundland poets are shortlisted for the E.J. Pratt Poetry Award:Michael Crummey for Under the Keel(House of Anansi Press)Mary Dalton for Hooking (Véhicule Press)Carmelita McGrath for Escape Velocity (Goose Lane Editions)6) 2015 Information Book Award Shortlist announced by the Children’s Literature Roundtables of Canada. Voting Deadline: Saturday October 31, 2015.Any Questions? by Marie-Louise Gay.(Groundwood Books). A Brush Full of Colour: The World of Ted Harrison. by Margriet Ruurs & Katherine Gibson (Pajama Press).Do You Know Komodo Dragons? by Alain M. Bergeron, Michel Quintin, and Sampar. Illustrations by Sampar. Translated by Solange Messier (Fitzhenry & Whiteside).Dreaming in Indian: Contemporary Native American Voices. edited by Lisa Charleyboy and Mary Beth Leatherdale (Annick Press). Not My Girl. by Christy Jordan-Fenton and Margaret Pokiak-Fenton. Illustrated by Gabrielle Grimard (Annick Press). The Rat. by Elise Gravel (Tundra Books). Shapes in Math, Science and Nature: Squares, Triangles and Circles. by Catherine Sheldrick Ross. Illustrated by Bill Slavin (Kids Can Press). Take Shelter: At Home Around the World. by Nikki Tate and Dani Tate-Stratton (Orca Books). Tastes Like Music: 17 Quirks of the Brain and Body. by Maria Birmingham. Illustrated by Monika Melnychuk (Owl Kids). We All Count: A Book of Cree Numbers. by Julie Flett (Native Northwest).For more information about voting and submissions please contact the Information Book Award Chair, Kay Weisman at weismankay@gmail.com7) IBBY Canada (International Board on Books for Young People, Canadian section).Stop, Thief! illustrated by Pierre Pratt and written by Heather Tedavec (Kids Can Press, 2014) is the winner of the Elizabeth Mrazik-Cleaver Canadian Picture Book Award. Pierre was also nominated [again] by IBBY Canada for the prestigious ans Chrisitan Andersen Award. (www.ibby-canada.org/elizabeth-mrazik-cleaver-pratt/)-----Presented by Gail de Vos. Gail is an adjunct professor who teaches courses on Canadian children's literature, young adult literature, and commic books and graphic novels at the School of Library and Information Studies (SLIS) at the University of Alberta and is the author of nine books on storytelling and folklore. She is a professional storyteller and has taught the storytelling course at SLIS for over two decades.