Beyond the mirror towards a plurilingual prism: exploring the creation of plurilingual ‘identity texts’ in English and French classrooms in Toronto and Montpellier

In an age of transnational mobility, there has been a growing recognition of the need for both English and French mainstream classroom teachers to be trained to teach increasingly plurilingual student populations. In this article, I begin by describing the context for an exploratory comparative and collaborative ethnographic action research study in four English and French schools in Toronto, Canada and one school in Montpellier, France that engaged children as co-researchers of their lived plurilingualism. I analyse in particular the process of creating plurilingual multimodal books with students and teachers across the five different school cases. This paper focuses on the iterative ‘identity text’ creation process across all five schools by examining one plurilingual identity text from each case, along with students’ research conversations about their creative productions, and interviews with their classroom teachers and parents. Finally, I summarize five features of inclusive plurilingual pedagogy that emerged across the five cases and call for further collaborative research across English and French schools and scholarly communities investigating creative plurilingual language and literacy production in the twenty-first century.     

Class, Culture, and Participation in the Collegiate Extra-Curriculum

With larger percentages of high school students entering higher education, it becomes increasingly important to look at how processes occurring on college campuses contribute to social stratification. Using in‐depth interviews with 61 students, I ask: How does social class structure students’ participation in the collegiate extra‐curriculum? I argue that the collegiate extra‐curriculum is an important site for stratification because it is there that students gain access to social and cultural resources valued by the privileged classes. I find that upper‐middle‐class students arrive on campus with cultural resources that motivate their participation and social resources that facilitate their involvement. Among working‐class students, limited financial factors constrain their involvement, while social and cultural resources further curtail their interest in such activities. These findings contribute to theories of social and cultural reproduction by showing that those who have more valued social and cultural resources at the outset are in a better position to gain additional such resources throughout their college careers. Moreover, these analyses show that symbolic and cultural hierarchies are sustained by the interdependent relationship between social and cultural capital.     

"FRANCE NEEDS CHILDREN":

This article examines debates and discussions surrounding French pronatalist policies enacted in the 1980s. Drawing on data collected from a wide range of primary and secondary sources, including daily newspapers, parliamentary debates, and French feminist publications, I explore the following questions: First, does pronatalism spring from conservative nationalist ideologies that conflict with feminist projects? Second, how have French feminists reacted to the pronatalist agenda? Finally, could women's equity serve as an impetus for instituting policies that would encourage births? My analysis suggests that nationalism in France takes many forms, and a wide spectrum of political actors from both the political left and right have supported pronatalist initiatives in the name of “the nation.”     

The roles of humour and laughter in youth focus groups on school food

The article examines young people's group interaction and the roles of humor and laughter in relation to school food and school lunch situations. The analysed focus group discussion data is drawn from a broader case study (2012?2013) with 9th grade students (15–16 years old; 62 pupils; 25 boys and 37 girls; 14 groups; 4?6 pupils per group) in a Finnish secondary school. The analysis is based on existing interpretations and classifications of humor in literature, which is complemented by notions drawn from the study's data set. It is argued that an analysis of humor and laughter can provide valuable notions of how collective attitudes towards school food are constructed, enforced and distributed among students, while also providing insight regarding what kinds of issues around school lunch practices are considered important and worthwhile in the context of students' informal peer cultures. The results illustrate how humor and laughter functioned for the students as a space for (1) Constructing ‘us’ versus ‘them’; (2) Negotiating social order; and (3) Engaging in fun and safe interaction. Results are discussed in the light of how humor and laughter uphold or divide social groups, as well mediate shifts between formal conventions and students' informal worlds.     

Does Country Context Matter? Sub‐Saharan and North African Immigrants’ Labour Market Outcomes in France and Spain

European debates on immigrant integration focus on employment because of its implications for assimilation. Although studies show that Sub‐Saharan African immigrants are most disadvantaged across Europe, cross‐national analyses do not examine labour force participation (LFP) or control for selection into the labour force before estimating employment, calling these results into question. Furthermore, studies rarely discuss visible minority status or gender making it unclear whether (1) country‐context matters for African LFP and employment and (2) visible minority status matters differently by gender. I use French and Spanish census data to determine whether Sub‐Saharan Africans are most disadvantaged in new and traditional receiving countries. My results indicate that country‐context matters, but previous employment findings likely reflect variation in LFP. Despite smaller penalties to migration characteristics in Spain, Sub‐Saharan African men are the only group significantly less likely to be employed in Spain, indicating that they experience unique barriers to job access.     

The Presentation of Dead Selves in Everyday Life: Obituaries and Impression Management

This study draws on obituary content and meanings to extend Goffman's explication of the vagaries of face‐to‐face interactions to situations where people pursue goals without corporeal copresence of actor and audience. Data for the study was collected in Kumasi, the capital city of the Asante people of Ghana, West Africa. My analysis suggests that obituaries embody self‐presentation strategies that include star crafting, social risk management, and mobilization of external resources. I conclude that obituaries are cultural texts that appropriate social symbols to facilitate the presentation of the dead as part of the bereaved's identity projects. My specific observations about obituaries hint at more general reflections on self‐presentation strategies that may be extended to other aspects of social life. They also raise questions for future research.     

消费主义视阈下“90后”大学生的国家认同与政治认同

消费主义作为一种"去意识形态"的意识形态,通过形而下的生活方式和消费内容,不同程度地影响和削弱当代大学生的国家、民族认同与政治认同,降低民族凝聚力、向心力、整合力,并进而影响到国家统一、民族团结和政治安定。因此,必须从意识形态安全、国家软实力等方面考虑,重视消费主义对大学生的国家认同、民族认同和政治认同方面的影响,从学校教育、家庭教育、社会教育和自我教育四个方面完善和提高大学生的国家认同、民族认同与政治认同,抵御消费主义文化的消极影响。     

Boundaries of Frenchness: cultural citizenship and France’s middle-class North African second-generation

Based on 45 interviews in the Paris metropolitan area, I focus on the middle-class segment of France’s North African second-generation and use the framework of cultural citizenship to explain why these individuals continue to experience symbolic exclusion despite their attainment of a middle-class status. Even though they are successful in terms of professional and educational accomplishments and are assimilated by traditional measures, they nonetheless feel excluded from mainstream French society. Because of this exclusion, they do not feel they are perceived as full citizens. I also discuss how this segment of France’s second-generation draws boundaries around being French and how they relate to these boundaries. Despite their citizenship and their ties to France, they are often perceived as foreigners and have their ‘Frenchness’ contested by their compatriots. I argue they are denied cultural citizenship, because of their North African ethnic origin, which would allow them to be accepted by others as part of France. Applying cultural citizenship as an analytical framework provides an understanding of the socio-cultural realities of being a minority and reveals how citizenship operates in everyday life.     

The effects of pre-ordering and behavioral nudges on National School Lunch Program participants’ food item selection

This paper examines the effects of pre-ordering and pre-ordering with behavioral nudges on the selection of fruits, vegetables, and low-fat milk by National School Lunch Program (NSLP) participants in a Florida school. After collecting two weeks of baseline data, students in grades four and five were randomly assigned to one of two treatment groups: the first treatment group pre-ordered their lunches online using a unique software program; the second treatment group received behavioral nudges based on United States Department of Agriculture (USDA) MyPlate recommendations while pre-ordering. Student in grades four and seven served as the control group and continued to obtain their lunches through the normal lunch line. Using difference-in-difference regression analysis, we find that students in the first treatment group selected significantly more fruits, vegetables, and low-fat milk during the pre-ordering intervention phase of the study relative to students in the control group, 27.7%, 15.8%, and 16.3%, respectively, while students in the second treatment group selected significantly more fruits (51.4%), vegetables (29.7%) and low-fat milk (37.3%) than students in the control group. In addition, we find the nudge had a statistically significant positive effect in addition to the effect of pre-ordering; students who received the MyPlate nudge while pre-ordering selected statistically significantly more fruits, vegetables, and low-fat milk than students who pre-ordered without nudging.     

Vois‐Tu Le Kem? Do You See the Bos? Foreign Word Learning at 14 Months

How easily can infants regularly exposed to only one language begin to acquire a second one? In three experiments, we tested 14‐month‐old English and French monolingual infants’ ability to learn words presented in foreign language sentence frames. Infants were trained on two novel word‐object pairings and then tested using a preferential looking task. Word forms were phonetically and phonotactically legal in both languages, and cross‐spliced across conditions, so only the sentence frames established the word as native or foreign. In Experiment 1, infants were taught one native and one foreign word and successfully learned both. In Experiment 2 and 3, infants were taught two foreign words, but only showed successful learning of the first word they encountered. These results demonstrate that infants can successfully learn words embedded in foreign language sentences, but this is more challenging than native word learning. More broadly, they show that the sentential context of a novel word, and not just the word form itself, influences infants’ early word learning.     

Cross‐cultural civility in global civil society: transnational cooperation in Chinese NGOs

Transnational networks and organizations are often hailed as embodiments and carriers of global civil society, yet these assessments remain incomplete due to a lack of empirical research on their internal dynamics. In this article, I investigate whether or not transnational NGOs embody the cooperation across multiple social, cultural and political cleavages central to definitions of global civil society by exploring how multiple memberships are negotiated in the context of their everyday tasks. Using organizational documents and interview data with staff of two Protestant Christian development NGOs in China, I analyse how actors within these transnational organizations successfully manage their multiple memberships in national polities, national cultures, religious communities and a world culture. While multiple memberships exhibit the potential both to enable and to constrain an NGO's organizational tasks, the key to making such ties enabling are staff who act as skilful cross‐cultural brokers. Thus, the type of social capital required to render multiple memberships beneficial and not harmful to the organizations also makes these organizations true indicators of a developing global civil society.     

Economics and the French Voter: A Microanalysis

In the United States, uncertainties surrounding the aggregatetime series evidence on economic conditions and voting behaviorled researchers to explore the relationship through individuallevel survey data. For France, aggregate time series studieshave begun to appear but, as yet, no microlevel analysis hasbeen done. My investigation attempts to resolve doubts arisingfrom the macrolevel work, by looking at individual economicperception and vote intention in surveys of the French electorate.I find that economic conditions, both personal and collective,exert a significant influence on party choice in French legislativeelections. Moreover, this economic influence appears more pervasivein France than in the United States.     

Troubled Pastures,Troubled Pictures: French Agriculture and Contemporary Rural Sociology

Abstract In contrast to those of other industrialized western European countries, France's agricultural community continued to represent the majority of the national population for a long time and only became one of many minority groups at the end of the twentieth century. It then came under the influence of various trends, sometimes conflicting but nevertheless presenting a certain sociological and political unity. With the weakening of the demographic, territorial, economic, and political foundations of the French agricultural population, rural sociologists are now required to present a new analysis and a revised assessment of its position in French society. The object of this article is to promote better understanding of the reasons behind the blurring of images and representations associated with French agriculture. It invites readers to review and understand the different facets of an imagery that presents a paradox compared with the ideological constructs associated with the historical record of farming and the farming profession. Working in the tradition of the French school of rural sociology, we have set out to offer a sense of the social realities that now represent the main areas of analysis for French and European rural sociology.     

The morning after Canada’s Truth and Reconciliation Commission report: decolonisation through hybridity,ambivalence and alliance

Abstract

In Canada, 2015 will be remembered for the publication of the Truth and Reconciliation Commission Report which related to all Canadians the impacts of the Indian residential school system. The Commission invokes the United Nations Declaration on the Rights of Indigenous Peoples and uses the term reconciliation as a national strategy for moving forward. This paper employs an autoethnographic methodology and proposes that reconciliation might benefit by finding ways of confronting the Other within; I describe my reflections on a trip to the 2015 conference Learning at Intercultural Intersections at Thompson Rivers University. My social and cultural experiences as a Korean Canadian academic and administrator are challenged in order to consciously shift my own colonising mindset. Reconciliation in Canada will require significant personal, professional, institutional and sociocultural inquiry. What does it mean to discover the Other within? How do we walk with Indigenous peoples? How do educators come to be called ally by Indigenous peoples?     

Global Norms vs. Global Actors: International Politics,Muslim Identity,and Support for Shariʿa

Many scholars argue that local cultures are an impediment to the diffusion of “global” norms. Others point out that local populations domesticate global cultural elements by integrating them into preexisting cultures, generating hybridized systems. In the current study, I argue that local cultures are not necessarily impediments to cultural change and hybridization is only one aspect of cultural domestication. Instead, I find that individuals attribute global norms to local cultural objects as a means for disassociating putatively universal norms from the powerful actors that dominate international politics. I illustrate this process using the case of support for shari?a (sometimes called Islamic law) in majority‐Muslim countries. Results of multimethod analyses show that with the exception of attitudes about gender roles and sexuality, Muslims who support implementing shari?a do not systematically object to many so‐called global norms; in fact, they may express more enthusiasm about democracy, tolerance for people of other religions, optimism about scientific advances, and concern for environmental preservation than those who oppose implementing shari?a. Likewise, many Muslims assert their full participation in global society on terms not dictated by Western actors by repackaging ostensibly universal norms as components of the unambiguously local shari?a.     

From Ethnic segregation to impact integration: state schooling and identity construction for rural Tibetans

This paper examines the context of ethnic identity formation in schools for rural Tibetan children. It reviews rural primary education within Tibet and the secondary education for Tibetans in boarding schools across China. Data are presented on policies, student recruitment, curriculum, teachers and the campus environment, as they impact on students' identity formation. Although there is little that is multicultural about the learning process in these schools, these schools do not strictly deny Tibetan culture to Tibetan children. The school architecture, sculptures, photographs, wall paintings and so forth provide representations of Tibetan culture, albeit selectively and interpreted by the state in terms of the ideological themes of national unity, patriotism, revolutionary traditions, civilised behaviour and love of Tibet. The conclusion points to a make‐or‐break opportunity for state education to support a more even‐handed cultural policy, rather than the dichotomy of segregation and impact integration.     

Virtual journey coupled with face‐to‐face exchange: enhancing the cultural sensitivity and competence of graduate students

This study attempted to enhance cultural sensitivity for graduate students at an American and a South African university, using a six‐week online List Serv, email buddy exchange, and two‐week face‐to‐face experience. After the course was over, results of the intercultural developmental inventory, using t‐tests for related samples, showed that there was a significant difference (alpha equals .04) in the universalism and cognitive frame shifting clusters as well as the overall developmental cultural level of sensitivity. Positive trends were noted in the areas of cultural self‐identity enhancement, and a decrease in inflation in the area of perceived intercultural sensitivity was noted.     

Citizenship as cultural: Towards a theory of cultural citizenship

Traditional notions of citizenship have focused on formal membership, including access to rights, in a national community. More recent scholarship has expanded this definition beyond citizenship as a legal status to focus on struggles for societal inclusion of and justice for marginalized populations, citizenship as both a social and symbolic boundary of exclusion, and post‐colonial and post‐national citizenship. In this article, I review conceptions of citizenship that involve more than legal rights. After reviewing this scholarship, I discuss the theoretical framework of cultural citizenship – a move to center the cultural underpinnings of modern citizenship in analyses of citizenship as a boundary of inclusion and exclusion. I use the example of France as one site to locate the connections between citizenship and culture and the cultural underpinnings and implications of citizenship more broadly.     

Indigenous studies and intercultural education: the impact of a place‐based primary‐school program

The article presents a student‐impact assessment of a model two‐year place‐based intercultural approach to indigenous education. Students at Lewis & Clark Primary School in Missoula, Montana, connected face‐to‐face with tribal educators and members residing in the nearby American Indian reservation. The program’s learning outcomes included impressive gains in knowledge of Montana tribes, fewer stereotypical images, enhanced consciousness about the histories and cultures of the place in which students’ reside, heightened appreciation for and connectedness with Native Americans, and increased cultural awareness. The power of the place‐based intercultural‐education approach is that K‐5 students can acquire cultural knowledge, break stereotypes, and develop new appreciation for, and interest in, diverse peoples and issues by directly experiencing the local context in which diversity resides.