Dissertations / Theses on the topic 'Écoles catholiques – Québec (Province)'
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Lanouette, Mélanie. "Penser l'éducation, dire sa culture : les écoles catholiques anglaises au Québec, 1928-1964." Thesis, Université Laval, 2004. http://www.theses.ulaval.ca/2004/22340/22340.pdf.
Full textNadeau, Sylvain. "Religion et structures administratives : le cas du comité catholique du Conseil supérieur de l'éducation du Québec." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0024/MQ31769.pdf.
Full textLanouette, Mélanie. "Entre tradition et innovation : l'enseignement du catéchisme chez les Frères des Écoles chrétiennes au Québec, 1936-1946." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ49032.pdf.
Full textLanglois, Marius. "L'éducation de la foi dans le Diocèse de Rimouski (1867-1928)." Master's thesis, Université Laval, 1989. http://hdl.handle.net/20.500.11794/29359.
Full textWatters, Denis. "L'enseignement religieux catholique au Québec, 1963-1996 : du Rapport Parent aux États généraux sur l'éducation : autorités, stratégies, enjeux." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0006/NQ39406.pdf.
Full textMilot, Micheline. "De la transmission de la religion : rapports famille-école." Doctoral thesis, Université Laval, 1989. http://hdl.handle.net/20.500.11794/29429.
Full textLamarre, Jules 1952. "Des écoles à rendre communautaires." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70246.
Full textZarié, Alexandre. "Les écoles polyvalentes au Québec : historique, finalités éducatives, architecture scolaire et usages pédagogiques." Master's thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/69711.
Full textToday's teaching practices are often held in space settings defined by past generations. Teaching-learning situations in high schools, often take place in institutions formerly known as comprehensive schools built during the 1960s/'70s. This M.A. thesis is linked to the Schola.ca project which studies the characteristics of Quebec's elementary and high schools, in order to provide tools for their renovation and optimization. In this context, our research studies the school spaces in high schools, as well as teacher's practices within them. Numerous official documents, architectural plans and journals were analyzed, in order to understand how socio-economic, political, architectural and mainly educational factors have influenced the design and definition of these schools. Moreover, a discussion with two teachers from a high school in the City of Quebec area has allowed a better understanding of how teachers adapt the scholastic spaces to fit their needs. Thanks to the various theoretical tools developed by space sociologists and sociologists of education, we were able to better understand the links between the design of school spaces following the Parent Report (comprehensive schools) and the current use of these same spaces by teachers. Focusing on space practices through a case study in a high school located in the City of Quebec area, our research aims to inform the Schola.ca project on how teachers take over space or adapt it to their needs.
Boulay, Marie-France. "Enquête descriptive sur les activités de développement professionnel des enseignantes et des enseignants des écoles primaires publiques francophones et anglophones du Québec." Master's thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/68350.
Full textBeauregard-Gosselin, Isabelle. "Intégration d'une communauté minoritaire en période d'industrialisation : les Irlandais catholiques de la ville de Québec, 1852-1911." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/26813.
Full textAu courant de la période industrielle, la ville de Québec a connu une croissance démographique rapide alimentée, entre autres, par une immigration européenne massive. Celle-ci contribua d’une façon notable aux changements socioéconomiques de la capitale durant cette période. Parmi les migrants, les Irlandais catholiques furent nombreux à transiter ou à s’établir à Québec et y laissèrent des traces encore visibles aujourd’hui. Or, bien que l’histoire de la diaspora irlandaise en sol nord-américain ait fait l’objet de plusieurs recherches, le cas de la ville de Québec, tout comme sa période d’industrialisation, reste encore peu étudié à ce jour. Grâce à l’utilisation des recensements nominatifs canadiens de 1852 à 1911 et des actes de mariage, cette étude a comme objectif d’analyser le niveau d’intégration de la communauté irlandaise de Québec sur les plans économique, social et spatial, et ce, à micro-échelle. Ainsi, en observant les emplois et la mobilité socioprofessionnelle des travailleurs, les unions exogames et l’évolution de l’établissement irlandais sur le territoire à l’étude, la présente recherche permet d’établir un constat positif : les Irlandais catholiques ont su s’intégrer à la société urbaine de Québec. Néanmoins, considérant la forte diminution démographique de la communauté au tournant du siècle, l’intégration s’est effectuée davantage à l’échelle des ménages que pour l’ensemble de la communauté.
During the industrial period, the city of Quebec experienced rapid population growth fueled, among others, by massive European immigration. This contributed significantly to socio-economic changes in the capital during this period. Among the migrants, many Irish Catholics passed through or settled in Quebec City and left marks still visible today. However, although the history of the Irish diaspora in North America has been the subject of several studies, the case of Quebec City, especially during the industrial period, is as yet little studied. With the help of Canadian censuses from 1852 to 1911 and marriage records, this study aims to analyze the degree of integration of the Quebec Irish community in economic, social and spatial components, at micro-scale. Through the observation of employment and socio-professional mobility of the workers, exogamous unions and the evolution of Irish Catholics establishment on the territory, this study shows that overall Quebec Irish catholic have been able to integrate themselves in Quebec urban society. However, considering the important population decline at the turn of the century, this integration is more visible at the household level than at the community level.
Boissonneault, Julie. "L'influence de la victimisation indirecte sur la perception du climat scolaire des élèves du secondaire." Master's thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25175.
Full textThe consequences of indirect violence on school students have recently become top stories in the media. It is becoming obvious that this kind of violence may not be as mild as it was first considered and that it plays an important role in school success. This study reveals the impact of indirect victimization has on a students’ perception of their school climate. Questionnaires were administered to a sample of 2290 students ranging from secondary one to five from seven different high schools in rural and semi-rural zones. The sample was part of a national study meant to give a portrait of school violence in the Province of Quebec. Regression analysis stated that indirect victimization on students have a negative impact on their perception of different aspects of their school climate. A greater impact was noticed on the population of victimized students than on the general population of students. The results showed a greater negative impact on the secondary one, four and five boys and on the secondary two and three girls, but when considering the total population; no distinction was noted between the two genders. This research brings up numerous questions on the bidirectional relationship between the perception of a school’s climate and indirect victimization as well as the impact of other variables like personal traits, institutional discrimination, belonging and gender perception in this whole dynamic. Keywords: School violence, victimization, indirect violence, school climat.
Gauthier, Richard. "Le devenir de l'art d'église des paroisses catholiques du Québec : architecture, arts, pratiques, patrimoine (1965-2002)." Thesis, Université Laval, 2004. http://www.theses.ulaval.ca/2004/22008/22008.pdf.
Full textIn this doctoral thesis we examine the problem of the transformations taking place in church art in the Catholic parishes in Quebec. After enjoying a lengthy heyday, this artistic tradition is now in a state of mutation not always easy to grasp. We need to take a methodical approach when placing the problem in its proper perspective, attempting to comprehend its nature and timelessness, and proposing suitable guidelines for finding a solution. Firstly, we can arrive at a reasonably accurate notion of the current state of church art in the Catholic parishes in Québec through a careful examination of the history of the sacred art committees in the Catholic dioceses of Québec, Montréal and Saint-Jean-Longueuil, which were on the front lines of the evolution of church art in their parishes after the Second Vatican Council, by examining the new observances in a few of these churches, and by taking an inventory of new constructions and partial transformations of parish churches in the most heavily populated dioceses. Secondly, using an appropriate theoretical system, in order to assess the possibility for this art to integrate elements of living culture and keeping in mind what we have learned from almost two millenia of church art, we can conclude that the relationship between this artistic tradition and its present evolution in Québec is less problematic than it appears. In spite of the conspicious drop in orders for religious art objects in the years following the Council, church art survives in the public domain thanks to the interest in this area of our heritage on the part of many citizens. Consequently, this artistic tradition survives in an original way, and will continue to evolve.
Clouston, Catherine. "La victimisation par les pairs et le fait d'apporter des objets pouvant servir d'arme à l'école." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27017.
Full textStudents living in fear of being victimized by their peers can behave in different ways, including avoiding school or imagining different ways of self-protection (ex., bringing various objects to school). The purpose of this study is to examine the links between peer victimization and bringing potentially dangerous objects which can be used as weapons at school. Questionnaires were administered to a sample of 28 015 students ranging from secondary one to five (12 to 17 years of age) from seven different public high schools in the Province of Quebec. Participants completed the survey (QSVE-R) meant to portray the phenomenon of school violence in the Province of Quebec. The results showed that 5,1 % of students, a higher percentage of boys (8,2 %) than girls (2,1 %), reported bringing a potentially dangerous object to school. The risk of bringing these objects increases with age and the knife is the most popular object among students. Findings confirm the influence of direct victimization (insults, threats and physical attacks), gender (male) and age (17 and over) on the fact of bringing potentially dangerous objects which can be used as weapons at school. This study suggests ways to further investigate the experiences of victimized students at school. In addition, the research findings raise the importance of helping these young victims develop better strategies in order to better manage this painful situation. This study recommends actionable insights to guide interventions which in turn can create a reassuring school environment for everyone.
Turmel, René-Pierre. "Choisir une école secondaire privée : Une analyse sociale du choix de familles venant de la région de la Capitale-Nationale." Thesis, Université Laval, 2014. http://www.theses.ulaval.ca/2014/30824/30824.pdf.
Full textVallières, Catherine. "Apprendre à bien mourir : les écoliers et la mort au Québec, 1853-1963." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25752.pdf.
Full textBissonnette, Steve. "Réforme éducative et stratégies d'enseignement : synthèse de recherches sur l'efficacité de l'enseignement et des écoles." Thesis, Université Laval, 2008. http://www.theses.ulaval.ca/2008/25356/25356.pdf.
Full textCoulombe-Morency, Thomas, and Thomas Coulombe-Morency. "Compréhension de l'expérience de confort en contexte d'apprentissage : une recherche conduite auprès des élèves et des enseignants dans 19 écoles primaires au Québec." Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/37916.
Full textLes écoles au Québec font face à un contexte de détérioration des infrastructures et du mobilier qui atteint des seuils allant bien au-delà de ce qui est tolérable. L’état des lieux soulève des questions en matière d’habitabilité et fait plus spécifiquement surgir la question du confort des élèves. En effet, plusieurs recherches en pédagogie soulignent que le confort représente une des fonctions essentielles auxquelles la classe doit pouvoir répondre afin de soutenir l’apprentissage des élèves. À ce jour, le confort en milieu scolaire a surtout été abordé à partir de données objectives de nature ergonomique et architecturale. Or, les avancées en recherche suggèrent de l’envisager sous l’angle de l’expérience en raison des facteurs subjectifs qui le définissent. Ce mémoire vise à comprendre comment l’expérience de confort est perçue, vécue et imaginée par les élèves et les enseignants, à traduire ces facteurs subjectifs en critères de design et en recommandations, de même qu’à identifier son apport à l’enrichissement de l’expérience éducative. Il aborde ces questions dans 19 écoles primaires du Québec à partir de données du contexte matériel, spatial, ainsi que d’enquêtes menées auprès des élèves et des enseignants. Les résultats montrent que l’expérience de confort en contexte d’apprentissage est viscéralement contextuelle et subjective. Elle s’articule autour de treize indicateurs interreliés qui s’inscrivent dans quatre dimensions. En classe, le confort passe par un environnement calme et silencieux qui évite les stimuli inutiles, offre une cohérence visuelle, une fluidité de circulation, l’accès à des zones dédiées, ainsi qu’à des espaces personnels pour les élèves. Afin de stimuler le mouvement et l’autonomie des élèves, il ressort que l’environnement d’apprentissage doit aussi préconiser l'intégration d'une diversité de mobilier. Cette offre doit toutefois être rationalisée en regard des préoccupations ergonomiques. D’autres variables sont aussi en cause. Parmi celles-ci, les assises et surfaces de travail, devraient être ajustables spacieuses, mobiles, légères, silencieuses, personnalisables, réparables, nettoyables, durables, stables et simple à entreposer. Les sièges et les dossiers devraient privilégier des matériaux souples et des formes organiques. Enfin, selon les enseignants, le confort serait susceptible d’améliorer l’expérience éducative, notamment en matière de concentration, de motivation et de confiance en soi.
Courchesne, Laurin Helène. "Causes des départs prématurés des enfants des écoles françaises au Québec, analysées à travers les Rapports du Surintendant de l'Instruction publique de la Province de Québec, 1911-1921." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=51603.
Full textDjibril, Tourawa Abdoul Aziz, and Tourawa Abdoul Aziz Djibril. "Performance scolaire dans les écoles en présence d'asymétrie dans les effets de pairs." Master's thesis, Université Laval, 2013. http://hdl.handle.net/20.500.11794/23959.
Full textDans ce mémoire, nous utilisons un modèle linéaire en moyenne pour évaluer l’impact des pairs sur les performances scolaires. Notre modèle, exploite la variation dans la taille des groupes comme source d’identification. Des effets fixes sont introduits pour tenir compte de l’effet des caractéristiques inobservées. Le modèle est estimé par la méthode du maximum de vraisemblance. Pour réaliser les estimations, nous avons utilisé des données qui proviennent d’une base données du Ministère de l’Éducation du Loisir et du Sport de Québec. Cette base contenait des informations sur les notes, le niveau d’étude, l’âge, la langue parlée à la maison et le statut socio-économique des élèves ayant passé en Juin 2005, l’examen de fin de cycle du secondaire. Dans le cadre de cette étude, l’examen de l’impact des garçons sur les résultats des garçons, a mis en évidence des effets endogènes significatifs et positifs en mathématiques et en histoire. Cependant, l’impact des filles sur les performances des filles a quant à lui mis en évidence des effets endogènes significatifs et positifs en français, mathématiques et histoire. L’effet endogène intra-genre, obtenu dans le sous-groupe des garçons est de l’ordre 0,833 en mathématiques. Dans le sous-groupe des filles, nous avons trouvé un estimé de l’ordre de 0,57 dans la même matière.
Rodrigue, Isabelle. "Limiter les naissances : entre le modèle véhiculé par l'École sociale populaire et la réalité des couples québécois (1920-1940)." Master's thesis, Université Laval, 1994. http://hdl.handle.net/20.500.11794/18272.
Full textRoss, Michel. "Les compétences de directions d'école efficace - Études de cas dans deux écoles secondaires québécoises." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/28745/28745.pdf.
Full textPoulin, Rosalie. "Victimisation par les pairs et climat scolaire : une étude menée en contexte de persévérance et de réussite scolaires chez des élèves du secondaire." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/26982.
Full textThis study aims to analyze the link between school climate and peer victimization in context of school achievement and perseverance in high school. After the demonstration of existing theoretical links between these three variables, this research evaluates the influence of school climate that we approach through four components (feeling of security, feeling of justice, relationship and support, collaboration and participation) on six types of school victimization (physical, verbal, psychological, physical, electronic, sexual nature). The findings of this research, that was conducted among 2,154 students from secondary one to five, show evidence that the component of the sub-climate "Feeling of security" has the greatest impact on the six studied forms of victimization; meaning that students who feel safe in their school are less likely to experience the six different forms of violence. The influence of the other school climate components on victimzation is very low. Since the experience of victimization and the perception of a negative school climate can affect the school achievement and perseverance and hinder graduation, and that the decision to drop out of secondary education is often taken during the 4th and 5th year of high school (Frase, 1989; MELS, 2009), we focus on this specific group of students in the third part of this thesis work. The analysis conducted specifically among secondary four and five students (n = 715) indicates that those who are victims of at least one of the six distinct form of violence declare a more negative perception of each school climate component compare to non-victims. Precisely, victims of physical and verbal forms perceive more negativel the four school climate components and victims of material, psychological and sexual nature forms judge also more negatively every school climate components, except for the safety climate. These results show that school climate perception influence victimization for all high school students and highlight how victimization, experienced in secondary four and five, affect more negatively their school climate perception. Some reflections are finally suggested to guide future research as well as some practical outcome for school settings.
Gilbert, Dale. "Dynamiques de l'institutionnalisation de l'enfance délinquante et en besoin de protection : le cas des écoles de réforme et d'industrie de l'Hospice Saint-Charles de Québec, 1870-1950." Thesis, Université Laval, 2006. http://www.theses.ulaval.ca/2006/23821/23821.pdf.
Full textLaforce, Guillaume. "LA PRODUCTION DU MANUEL SCOLAIRE CONGRÉGANISTE AU QUÉBEC: Le cas de l'atelier d'imprimerie des Frères des écoles chrétiennes, 1891-1918." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27576/27576.pdf.
Full textTremblay-Lemieux, Sandrine, and Sandrine Tremblay-Lemieux. "Vers une caractérisation du parc immobilier des écoles primaires publiques du Québec : Une exploration de la combinaison des méthodes d'analyse de la typomorphologie et de la syntaxe spatiale." Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/37477.
Full text354471\u La majorité des écoles primaires au Québec ont plus de 50 ans, construites pour la majorité entre les années1948 et 1966. Malgré cette apparente unité dans le temps de production, les écoles présentent une variété de modèles; les agrandissements et transformations ont été motivés par de nombreux facteurs sociaux et politiques. L’origine de l’évolution du cadre bâti des écoles au Québec est peu documentée et rarement étudiée; cela découle, entre autres, de la décentralisation administrative qui favorise une gestion locale de l’éducation. Les caractéristiques architecturales des bâtiments scolaires, et leur influence sur leur utilisation n’ont pas été soumises à une analyse globale. Dans ce contexte, ce mémoire s’inscrit comme la première étape vers un portrait provincial des enjeux architecturaux qui touchent les écoles primaires du Québec. Le fait d’identifier des attributs communs à plusieurs écoles primaires permet un certain niveau de généralisation des connaissances afin de définir un type représentatif. Les théories et méthodes issues de la typomorphologie servent de cadre pour l’analyse d’un échantillon aléatoire de 100 plans d’écoles primaires. Le classement selon les caractéristiques du système distributif a permis l’identification de deux types d’écoles; à distribution linéaire ou en boucle. Dans un deuxième temps, l’analyse de la syntaxe spatiale des plans de cinq écoles typiques de l’échantillon a permis d’explorer le potentiel de cette méthode pour lier forme et configuration d’un bâtiment avec ses fonctions scolaires, soit son programme architectural. Dans le contexte québécois où un chantier national de rénovation des bâtiments scolaires est en cours, il est important de bien informer les décideurs et les architectes sur la nature de ce parc immobilier afin de mieux orienter les décisions d’intervention. Le croisement des approches typomorphologique et syntaxique dans ce mémoire a permis de mieux comprendre l’inertie de la forme bâtie, mais aussi le potentiel de transformation de cette dernière pour accommoder les changements pédagogiques et sociaux. Ce mémoire permet d’ouvrir la voie au développement d’une stratégie d’analyse spatiale combinée.
Bois, Hélène. "Les aumôniers et la déconfessionnalisation des institutions économico-sociales québécoises (1940-1972)." Doctoral thesis, Université Laval, 1992. http://hdl.handle.net/20.500.11794/28460.
Full textGould, Jean. "Des bons pères aux experts : les élites catholiques et la modernisation du système scolaire au Québec, 1940-1964." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/MQ47204.pdf.
Full textBeaulieu, Dominique. "Promouvoir le dîner à l'école chez les élèves du secondaire : Développement, mise en oeuvre et évaluation d'une intervention." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/29152/29152.pdf.
Full textDuquette, Isabelle. "L’enseignement et la pratique de l'hygiène dans les écoles primaires catholiques du Québec de 1905 à 1944 : un progrès ou un contrôle?" Mémoire, Université de Sherbrooke, 1993. http://hdl.handle.net/11143/9368.
Full textMoustadraf, Safaa. "Adaptation scolaire des jeunes de secondaire au Québec : portrait de la victimisation, de l'intimidation et de la résilience." Master's thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/66993.
Full textDubois, Jean-Philippe. "Déterminants structuro-pédagogiques de l'implantation du programme ESPAR." Master's thesis, Université Laval, 2004. http://hdl.handle.net/20.500.11794/43297.
Full textChouinard, Vincent. "La prévention de l'homophobie et de l'hétérosexisme à l'école secondaire : Besoins et perceptions des enseignantes et des enseignants." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28572/28572.pdf.
Full textTruchon, Annie. "L'éducation sexuelle en milieu scolaire : représentations sociales de groupes d'intérêt du Québec." Master's thesis, Université Laval, 2005. http://hdl.handle.net/20.500.11794/43474.
Full textChabot, Guylaine. "Déterminants psychosociaux et organisationnels de l’adoption d’un rôle infirmier redéfini en milieu scolaire primaire dans le contexte d’École en santé." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28434/28434.pdf.
Full textDelisle, Caroline. "L'intervention psycho-socio-éducative en contexte d'intégration scolaire : une analyse ergonomique du travail des techniciennes en éducation spécialisée dans les écoles primaires." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26679/26679.pdf.
Full textHinault, Catherine. "Catholiques et protestants dans le sud-ouest du Québec,des années 1830 à 1920." Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030209.
Full textCross-cultural relationships, complete with conflictual overtones and strategic dealings, have been part and parcel of the fabric of Quebec history. This work sets out to analyse these crosscultural phenomena at work in Catholic and Protestant relationships in South-Western Quebec from the 1830’s to 1920, mainly through the lens of the growing French-Protestant community. Before offering a typology of those who opted for Evangelical Protestantism in this rural context, I have first thoroughly gone through the ways of the process of conversion/acculturation as experienced by those who dared transgress confessional boundaries and the reasons why they chose to do so. I have then argued that this conversion was, to a higher or lesser degree, closely intertwined with the then prevailing Victorian ethos, and overwhelmingly translated into a staunch loyalty towards the British empire, a complex and controversial posture to adopt for any French Canadian in that colonial context. Particular attention was finally paid to the relations between Catholics and Protestants, French and English-speaking, as they lived their lives from day-to-day, in an attempt to appraise the prevailing idea that these relations were perenially conflictual or at best, on a footing of reciprocated indifference
Donovan, Patrick. "The boundaries of charity : the impact of ethnic relations on private charitable services for Quebec city's English-speakers, 1759-1900." Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/33774.
Full textThis thesis examines the private charitable sector for English-speakers in Quebec City from 1759 to 1900. It provides an overview of poor relief associations, the needs they addressed, and the gaps that remained. The role of private charities increased over the period studied, and that of the state decreased. Compassion toward the poor also increased, leading to new types of charitable organizations for the underclass. Despite this, the prison system served as a refuge to fill gaps in the private charitable sector. More specifically, this study demonstrates how changes in ethno-religious relations shaped the charity network. In the first half century after the Conquest of Quebec, British authorities supported the Catholic charitable infrastructure established during the French regime, which was unusual within the British Empire. After 1815, as immigration from Britain and Ireland increased, lay private voluntary associations emerged, including many that involved elite cooperation across religious and linguistic lines. Instances of cooperation decreased from 1835 to 1855 due to rising ethnic boundaries caused by the defeat of Patriote republicanism, an increase in religious practice, the establishment of separate confessional schools, and a new type of Irish-Catholic nationalism following the Great Famine. In the latter half of the nineteenth century, the private charitable sector became sharply divided into three parallel networks with hardly any overlap: one for Francophone Catholics, one for English-speaking Irish Catholics, and one for English-speaking Protestants. Two core institutions founded in the 1850s, Saint Bridget’s Asylum and the Ladies’ Protestant Home, cemented the divide. Rare attempts to challenge these boundaries resulted in tension and even violence. Despite these divisions, there was a greater mutual respect of established boundaries among communities than in most North American cities.
Vieux-Fort, Karine, and Karine Vieux-Fort. "Les parcours de jeunes francophones qui choisissent d'étudier dans un cégep anglophone : une étude rétrospective." Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/34475.
Full textCette thèse porte sur les parcours scolaires, professionnels et personnels de jeunes francophones qui ont choisi d’étudier dans un cégep anglophone au Québec. La thèse s’inscrit dans un contexte social où les langues française et anglaise n’ont pas le même poids démographique, économique, politique et culturel et une liberté de choix quant à la langue de scolarisation à l’enseignement supérieur s’opère. Nous nous intéressons plus particulièrement à comprendre les raisons de poursuivre des études collégiales en anglais, les expériences d’études collégiales en anglais et les impacts sur les parcours scolaires, professionnels et personnels chez de jeunes francophones du Québec. Nous nous inscrivons dans une perspective constructiviste de la sociologie de l’éducation, en adoptant deux cadres théoriques qui permettent de rendre compte de la capacité interprétative de l’acteur et du rôle des structures sociales. En ce sens, nous mobilisons la sociologie de l’expérience sociale (Dubet, 1994b, 2017) pour comprendre les expériences de choix du cégep anglophone et des études collégiales en anglais, et l’approche processuelle (Bidart, Longo, & Mendez, 2013; Mendez, 2010), pour comprendre les processus de socialisation à l’anglais dans la suite du parcours scolaire, professionnel et personnel. Pour rendre compte de ces parcours, 37 entrevues de type récit de vie ont été menées auprès de francophones qui ont réalisé des études collégiales en anglais et qui, au moment de l’entrevue, sont sur le marché du travail. C’est donc à travers un regard rétrospectif sur les parcours que nous avons cherché à comprendre le sens que donnent les acteurs à leurs actions. Les résultats de la thèse concernent, en premier lieu, une typologie des expériences de choix du cégep anglophone. Trois types d’expérience de choix ont émergé de nos données : le choix stratégique, le choix de développement personnel et le choix par défaut. Ces résultats montrent que le cégep anglophone est choisi essentiellement pour des raisons stratégiques liées au marché du travail et pour des raisons liées à l’accomplissement personnel. De manière plus marginale au sein de notre corpus, le choix du cégep anglophone s’explique aussi par des raisons extérieures à la langue anglaise. Dans un deuxième temps, nous présentons des résultats concernant les expériences d’études collégiales en anglais. Cinq types d’expérience d’études collégiales en anglais se dégagent des données : l’expérience d’intégration facilitée, l’expérience d’intégration sélective, l’expérience d’intégration stratégique, l’expérience d’intégration sous tensions et l’expérience de rupture. Cette typologie montre que l’expérience d’études collégiales en anglais s’articule au regard de logiques de l’action sociale et d’une adhésion différenciée sur le plan scolaire et sur le plan social. Nos résultats mettent en exergue que différentes expériences sont vécues au regard de cette articulation. Enfin, dans un troisième temps, une typologie des processus de socialisation à l’anglais dans la suite du parcours montre l’entrecroisement des pratiques linguistiques dans la sphère scolaire, professionnelle et personnelle. Sept types ont émergé de nos données : le parcours d’anglicisation, le parcours de continuation dans des sphères anglophones, le parcours de navigation entre l’anglais et le français, le parcours de retour à des sphères francophones, le parcours de maintien de l’anglais dans la sphère personnelle, le parcours de détachement face à l’anglais et le parcours de déplacement vers l’espagnol. Malgré la diversité de parcours, il s’avère que la majorité des francophones qui ont réalisé des études dans un cégep anglophone naviguent, dans la suite de leur parcours de vie, entre l’anglais et le français dans la sphère scolaire, professionnelle et personnelle. De plus, nous montrons que l’identité linguistique francophone se maintient en dépit d’études collégiales en anglais et de la suite du parcours, que celle-ci soit marquée ou non par la langue anglaise dans les diverses sphères de vie. Les identités civiques se maintiennent elles aussi, bien qu’une minorité de participants s’ouvrent à une identité canadienne. La thèse se conclut par un retour sur les lignes directrices qui ont structuré et guidé la thèse. Une discussion de nos résultats de thèse au regard de recherches antérieures est également réalisée. Finalement, les retombées sociales de la thèse ainsi que des pistes de recherche sont proposées. Sur le plan scientifique, notre thèse contribue à l’avancement des connaissances dans le champ de recherche sur les parcours étudiants à l’enseignement supérieur en considérant la langue d’études au prisme des analyses. Sur le plan social, elle génère des connaissances au débat sociopolitique sur l’accès aux cégeps anglophones, sur les rapports aux langues anglaise et française chez de jeunes Québécois francophones, pour les établissements d’enseignement collégial anglophones et pour les acteurs de l’orientation scolaire et professionnelle
The present dissertation focuses on the educational, professional and personal pathways of young francophones who chose to attend English-language CEGEP in the Province of Quebec. The dissertation is taking place in a social context where French and English languages have different demographic, economic, political, and cultural weight and where the liberty of choice in regard to higher education schooling language operates. We are particularly interested in understanding the reasons behind the pursuit of English Collegial Studies; the experiences of English Collegial Studies; and, the impacts on the educational, professional and personal pathways of young Quebec francophones. We are acting in accordance with a constructivist approach of the Sociology of Education by adopting two theoretical frameworks which allow us to report on the interpretative capacity of the actor and of the role of social structures. In this regard, we are mobilizing the sociology of social experience (Dubet, 1994b, 2017) to understand the experiences behind the choice of attending an English-language CEGEP, as well as the experiences of English Collegial Studies; and, the processual approach (Bidart et al., 2013; Mendez, 2010) to understand the socialization processes to English in the educational, professional and personal pathways. To report on these pathways, 37 narrative type interviews were conducted with francophones who accomplished English Collegial Studies whom, at the time of the interviews, had joined the labour market. It is, therefore, through a retrospective lens we look upon their pathways and set out to understand the meaning the actors attribute to the rationale behind their action. Firstly, the findings of the thesis relate a typology of choice experiences of the English-language CEGEP. Three types of choice experiences emerged from our data: the strategic choice, the personal fulfillment choice and the default choice. These results demonstrate that the English-language CEGEP is essentially chosen for strategic reasons linked to the labour market and for personal fulfillment reasons. Selection of an English-language CEGEP based on reasons other than linguistics are peripherally found within our corpus. Secondly, our findings refer to a typology of English Collegial Studies experiences. Five types of English Collegial Studies experiences emanate from the data: the facilitating integration experience; the selective integration experience; the strategic integration experience; the stress driven integration experience; and, the rupture experience. These types divulge that the English Collegial Studies experience is articulated by social action dialectics and accession differentiates in regards to scholastic and social life. Our findings highlight a diversity in experiences associated to this axis. Lastly, a typology of socialization processes to English show a crossroad in the linguistic practices of the academic, professional and personal spheres. Our findings establish seven emerging types from our facts: anglicization; continuation within English spheres; navigation between French and English; a return to francophone spheres; retention of English skills in personal sphere; separation from English; and, transition to Spanish. Despite the diversity in these pathways, it turns out that the majority of francophone who pursued studies at English-language CEGEP live using both English and French languages in their educational, professional and personal spheres. Moreover, we demonstrate that the French linguistic identity is independently maintained despite English Collegial Studies and whether or not English is present in any aspect of their lives. Civic identity is also well-preserved even thought a minority of participants were opened to a Canadian identity. The thesis concludes by offering a look back to the guidelines that structured and acted as cicerone of our work. A discussion of our findings in regards to previous research is also presented. In conclusion, we expand on the social impact of the present thesis and offer suggestions for further research. Our work contributes to the advancement of scientific knowledge in the field of student pathways research in regards to higher education with an analysis prism based on language of studies. Socially, this thesis adds understanding to the sociopolitical debate surrounding the access to English-language CEGEP; to the interactions between English and French languages of young Quebec francophones; to the English educational collegiate institutions; and, for practitioners in the field of education and career guidance.
The present dissertation focuses on the educational, professional and personal pathways of young francophones who chose to attend English-language CEGEP in the Province of Quebec. The dissertation is taking place in a social context where French and English languages have different demographic, economic, political, and cultural weight and where the liberty of choice in regard to higher education schooling language operates. We are particularly interested in understanding the reasons behind the pursuit of English Collegial Studies; the experiences of English Collegial Studies; and, the impacts on the educational, professional and personal pathways of young Quebec francophones. We are acting in accordance with a constructivist approach of the Sociology of Education by adopting two theoretical frameworks which allow us to report on the interpretative capacity of the actor and of the role of social structures. In this regard, we are mobilizing the sociology of social experience (Dubet, 1994b, 2017) to understand the experiences behind the choice of attending an English-language CEGEP, as well as the experiences of English Collegial Studies; and, the processual approach (Bidart et al., 2013; Mendez, 2010) to understand the socialization processes to English in the educational, professional and personal pathways. To report on these pathways, 37 narrative type interviews were conducted with francophones who accomplished English Collegial Studies whom, at the time of the interviews, had joined the labour market. It is, therefore, through a retrospective lens we look upon their pathways and set out to understand the meaning the actors attribute to the rationale behind their action. Firstly, the findings of the thesis relate a typology of choice experiences of the English-language CEGEP. Three types of choice experiences emerged from our data: the strategic choice, the personal fulfillment choice and the default choice. These results demonstrate that the English-language CEGEP is essentially chosen for strategic reasons linked to the labour market and for personal fulfillment reasons. Selection of an English-language CEGEP based on reasons other than linguistics are peripherally found within our corpus. Secondly, our findings refer to a typology of English Collegial Studies experiences. Five types of English Collegial Studies experiences emanate from the data: the facilitating integration experience; the selective integration experience; the strategic integration experience; the stress driven integration experience; and, the rupture experience. These types divulge that the English Collegial Studies experience is articulated by social action dialectics and accession differentiates in regards to scholastic and social life. Our findings highlight a diversity in experiences associated to this axis. Lastly, a typology of socialization processes to English show a crossroad in the linguistic practices of the academic, professional and personal spheres. Our findings establish seven emerging types from our facts: anglicization; continuation within English spheres; navigation between French and English; a return to francophone spheres; retention of English skills in personal sphere; separation from English; and, transition to Spanish. Despite the diversity in these pathways, it turns out that the majority of francophone who pursued studies at English-language CEGEP live using both English and French languages in their educational, professional and personal spheres. Moreover, we demonstrate that the French linguistic identity is independently maintained despite English Collegial Studies and whether or not English is present in any aspect of their lives. Civic identity is also well-preserved even thought a minority of participants were opened to a Canadian identity. The thesis concludes by offering a look back to the guidelines that structured and acted as cicerone of our work. A discussion of our findings in regards to previous research is also presented. In conclusion, we expand on the social impact of the present thesis and offer suggestions for further research. Our work contributes to the advancement of scientific knowledge in the field of student pathways research in regards to higher education with an analysis prism based on language of studies. Socially, this thesis adds understanding to the sociopolitical debate surrounding the access to English-language CEGEP; to the interactions between English and French languages of young Quebec francophones; to the English educational collegiate institutions; and, for practitioners in the field of education and career guidance.
Artiaga, Loïc. "Les catholiques et la naissance de la littérature industrielle en France, en Belgique et au Québec, de 1830 à 1864." Versailles-St Quentin en Yvelines, 2003. http://www.theses.fr/2003VERS010S.
Full textIn the XIXth century, catholics face the birth of the "industrial literature", manifestation of the "proto-history" of the media culture. Violently condemning French literature and registering its productions in the Index librorum prohibitorum, the Church, with publishers, work out on a catholic paraliterature's distribution system. In the years 1840 and 1850's, parochial libraries are built in France, Belgium and Quebec for popular reading. From a country to another, with the mediation of the Archibroterhood of the Good Books from Bordeaux, catholics share librarian's methods and books collections. This device combining orthodoxy of the book and orthopraxy of reading testifies to the Church's awareness in cultural issues. It also shows censoring metamorphoses, in contemporaneous times
Patton, Suzy. "Étude exploratoire de l'incidence de l'intimidation sur le parcours scolaire et la construction identitaire d'étudiants universitaires." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/26762.
Full textBoucher, Kathleen. "Les représentations sociales de l'éducation sexuelle à l'adolescence au Québec au tournant du XXIe siècle : discours au féminin pluriel et singulier." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/29082/29082.pdf.
Full textSexual education (SE) research conducted at the turn of the 21st century in Quebec and elsewhere in the West, shows that a particular attention has been devoted to the prevention of sexually-related social problems of “at risk” populations. Women and girls are at the heart of the concerns. On the one hand, SE interventions tend to give greater responsibility to girls in the “management” of their sexuality, and on the other, the central role played by women (mothers, practitioners) in SE is largely demonstrated. What do women think of SE and what are their experiences of transmission and appropriation of sexual knowledge? This interdisciplinary thesis, essentially qualitative and grounded on a constructivist and feminist (standpoint theory) epistemology, is about the social representations (SR) of teenage SE in Quebec at the turn of the 21st century, in the context of the school reform which led to the withdrawal of the official SE school program. Thirty women members of six interest groups concerned by issues related to sexuality (M = 39.9 y.o.), as well as 10 mothers (M = 49.2 y.o.) and 10 daughters (M = 19.4 y.o.), for a total sample of 50 participants, respectively participated in focus groups and individual semi-directed interviews. All the participants also responded to a word association task. A qualitative and quantitative analysis of content showed that the RS of SE organized themselves around eight agents (school, family, other practitioners, youth, peers, media, Church, State), and six dimensions (didactical, reproductive/sociosanitary, sexual, affective/relational, axiological/ethical, social/psychosociological). Some convergences and divergences between the interest groups and the mothers and the daughters were observed. Results from the qualitative analysis, supported by a factorial correspondence analysis, highlighted two principles which organized the participants’ positions towards the content of the SR: one axis of sexual freedom versus of sexual control, and one axis which implied a social/political vision of sexuality versus an individual/private vision of sexuality. Twelve anchoring variables of the participants’ positions were found; six of sociological type, six of psychological/psychosociological type. Recommendations for research and intervention are presented.
Larivière-Lajoie, Andrée-Anne. "Le contexte du dîner dans les écoles primaires du Québec : élaboration d'un outil d'autodiagnostic de la qualité des locaux utilisés pour les repas en soutien aux saines habitudes de vie." Master's thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/28085.
Full textTudeau, Cécily. "Perceptions et pratiques d'intervenants sociaux en milieu scolaire face aux manifestations d'homophobie et d'hétérosexisme à l'endroit des jeunes LGBQ en milieu rural." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27380.
Full textLasnier, Mélissa. "Évaluation de l'implantation et des objectifs collectifs d'un programme d'éducation sexuelle : les points de vue des enseignantes et d'observatrices externes." Master's thesis, Université Laval, 2005. http://hdl.handle.net/20.500.11794/43459.
Full textGaudreault, David. "La carrière publique de l'intimidation au Québec Incursion dans l'économie morale de l'enfance." Master's thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/32542.
Full textUsing the public career of school bullying (intimidation) in Québec, this research invites to explore the moral economy of childhood: the production, circulation and use of norms, roles, values and feelings related to children. A vast documentary and diachronic cross analysis was conducted to offer a new understanding of the dialogical co-construction of this public problem, to which participate the media, scientific and political spheres. The analysis suggests that the public problems’ trajectories might be cyclical rather than linear. Inside Québec, the theme of ‘school violence’ appears in the late 20th century through ‘taxage’, understood as the extortion or robbery perpetrated in the course of juvenile sociability. The Québec ‘school violence’ thus emerges in a political context of fight against ‘street gangs’ and teenage criminality. At the beginning of the 21th century, a reconsideration of youth offenders judicialization comes to oppose the repressive will of the state - it leads to a delegitimization of the police and judicial apparatuses dedicated to overcome ‘taxage’. Meanwhile, groups of ‘moral entrepreneurs’ extend the definition of unacceptability when it comes to youth aggressivity and redefine it in relation to new indisciplines that require measures of prevention and support. Henceforth, concerns move beyond the matters of security and dangerousness previously prominent. The public scenes that were investigated became at that period dominated by a feeling of vulnerable childhood. Leaving behind the risks that poses the youth, the problem’s rhetoric rearranges itself around the risks that weigh in on them. Psychological integrity, social dignity and liberty are major components of the moral economy of childhood and the basis of this ‘moral crusade’ - a social phenomenon that allows us to perceive the configurations of contemporary normativity.
Grimard, François. "L'anxiété sociale et la victimisation par les pairs à l'adolescence." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/27178/27178.pdf.
Full textCôté, Marie-Annick. "Élaboration et évaluation formative d'un programme de prévention de la violence dans les fréquentations amoureuses destiné aux jeunes de cinquième secondaire." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0001/MQ33603.pdf.
Full textGrenier, Jennifer. "L'implantation de la médiation scolaire au primaire au Québec : une étude de cas." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27417.
Full textSchool mediation is one of the devices created to meet - well or not - the current trend in the denunciation of "school violence" phenomenon that expresses itself a facet of the crisis of our social control systems. Kind of miracle solution to over-visibility of daily tensions identifiable educational, school mediation raises many questions, traditionally reduced to those of the reconciliation of regulatory function of mediation with the status of child or young person in school, or to more simple, the benefits that may arise from the practice of mediation in relation to the educational relationship. An exploratory qualitative research, begun in 2013, to investigate the question of the uniqueness of such devices against practical constraints posed by the response of having to "violence" now imposed on schools. To do this, semi-structured interviews were conducted in ten primary schools in Quebec, schools benefiting yet previously, a culture conducive to management and ownership of such mediation programs. Focused on the directions taken by the various actors engaged in implementing mediation projects in their respective communities, the results of this research will open the discussion on the concepts of culture (by extension, of cons-culture) and empowerment specific to these areas, and will discuss the limitations that arise in this regard to social workers and professionals in the academic world. Keywords : Mediation, implantation, culture, adherence, empowerment.
La mediación escolar es uno de los dispositivos creados para satisfacer - bien o no - a la tendencia actual en la denuncia del fenómeno de "violencia escolar" que en sí expresa una faceta de la crisis de nuestros sistemas de control social. Tipo de solución milagrosa a un exceso de visibilidad de las tensiones diarias de identificación personal, la mediación escolar educativa plantea muchas preguntas, tradicionalmente reducidos a los de la conciliación de la función reguladora de la mediación con la condición de niño o joven en una escuela, o simplemente, los beneficios que pueden derivarse de la práctica de la mediación en relación con la relación educativa. Una investigación cualitativa exploratoria, iniciada en 2013, ha investigado el tema de la originalidad de estos dispositivos frente a las limitaciones prácticas que plantea la respuesta a "la violencia" ahora impuesta a las escuelas. Para ello, entrevistas semi-estructuradas se realizaron en diez escuelas primarias de Quebec, escuelas que beneficiaban previamente, una cultura favorable a la gestión y propiedad de estos programas de mediación. Centrado en las direcciones tomadas por los diferentes actores que participan en la implementación de proyectos de mediación en sus respectivas comunidades, los resultados de esta investigación abriran la discusión sobre los conceptos de cultura (por extensión, de la contra-cultura) y empoderamiento específica a estas áreas, y discutirán las limitaciones que surgen en este sentido a los trabajadores sociales y profesionales del mundo académico. Palabras clave : Mediación, cultura, empoderamiento, adhesión, implantación.
Kahn, Sabine. "A la recherche du cycle perdu : mise en place des cycles d'apprentissage dans les écoles primaires de trois pays, Belgique, France, Québec." Lille 3, 2007. http://www.theses.fr/2007LIL30028.
Full textThis Ph. D. Dissertation examines the passaging of a reform from the field of policical practice to the field of teachers' practices. The reforme studied is the introduction of cycles in primary schools in three countries : Belgium, France and Quebec. This has been a particular reform which aimed at altering and teachers' practices while other measures aimed at compensating for the lacks of certain pupils (positive discrimination, earlier nursery school, etc. ). The reform of the cycles aims at modifying an important school characteristic : the unit is no longer one school year, but the grouping of several years that make up the cycle. In other words, this reforms seems to tackle a historical monument : "the school form" ("forme scolaire"). In this perspective, the research focused on the goals and injunctions written down by the concern "handling class" ("faire la classe") translate the political injunctions into mere arrangements, which turn out to be counterproductive in way to fight school failure. .
Duquette, Catherine. "Le rapport entre la pensée historique et la conscience historique : élaboration d'un modèle d'interaction lors de l'apprentissage de l'histoire chez les élèves de cinquième secondaire des écoles francophones du Québec." Doctoral thesis, Université Laval, 2011. http://hdl.handle.net/20.500.11794/23057.
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