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Comment les élèves finissants des écoles d’immersion française et des écoles francophones en contexte minoritaire perçoivent-ils la composante culturelle à laquelle ils ont été exposés tout au long de leur scolarité ? C’est la question que nous posons à travers cette recherche exploratoire qui repose sur la méthodologie du dessin réflexif. Les résultats de la recherche indiquent une réelle dichotomie chez les jeunes issus des écoles francophones entre, d’une part, un positionnement qui associe pleinement culture et construction identitaire – un positionnement qui relaie de facto le discours de l’institution scolaire – et, d’autre part, un positionnement qui pointe les insuffisances de l’enseignement du culturel dans les écoles et pose la question du respect de l’identité plurielle des élèves. En miroir, les jeunes issus des écoles d’immersion se partagent également entre des individus enthousiastes quant à la manière dont ils ont été exposés à la culture francophone et des individus qui, plus critiques, déplorent une approche limitée et stéréotypée de l’enseignement. Cette étude, qui propose d’engager la réflexivité d’étudiants en éducation autour de l’enseignement du culturel met en évidence un besoin de formation réel en didactique des langues et des cultures et en éducation plurilingue/pluriculturelle, tant ces futurs enseignants apparaissent en position de reproduire un enseignement qu’ils décrivent pourtant comme étant en partie insatisfaisant.

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Academic activism: A call to actionAs if a pandemic weren't enough . . . We were preparing this issue for publication, many weeks ago, when the coronavirus effected a take-down of the world as we know it. In the days and now months since all this began, we have been watching the crises unfold and the many efforts to curb the virus, protect the vulnerable, and ensure everyone's health and safety. The outpouring of gratitude for health care workers and essential service workers here in Canada and elsewhere is heartwarming, and so are the stories of generosity, care, and selflessness. They remind us of the importance of hope and shared humanity that are essential to keep spirit alive. However, let them not erase, nor lead us to avoid or ignore the evidence all around us that the pandemic is affecting people differently. The "We are all in this together" slogan may be well intentioned but it does not reflect the realities experienced by many in our neighbourhoods and globally. Indeed, it feels like yet another exclusion in times of increasing inequities, poverty, homelessness, precarity, access to basic needs, and much more.As if a pandemic weren't enough . . . We have been seeing, out in the open, an outbreak of the already pervasive anti-Asian racism that has a long history in Canada. From politicians ranting against the chief medical officer of Canada (who is of Chinese descent), to people hurling insults and spitting on people of Chinese descent on the street, to the irate White man assaulting a Chinese senior at a convenience store, anti-Asian racism has turned violent. We condemn anti-Asian racism, and indeed all forms of racism and oppression, and as a scholarly community we must ask ourselves: what is our responsibility to address and dismantle systemic oppressions?As if one pandemic weren't enough . . .We are horrified about the violent choking death of George Floyd by Minneapolis police, the latest death in the crisis of anti-Black racism. It is astonishing that violence against the Black community by both police and civilians goes unchecked, often ending in a death. We in Canada are not free of these incidents such as the deaths of Regis Korchinsky-Paquet in Toronto, D'Andre Campbell in Brampton, Jason Collins and Eisha Hudson in Winnipeg, and just two days ago, Chantel Moore in Edmundston, New Brunswick.We condemn anti-Black racism and stand in solidarity with the Black community, and with protestors who are resisting anti-Black police violence. We condemn the ongoing and deep-seated racism and violence against Indigenous Peoples in Canada. The pain and anger caused by the Floyd case is widespread and has galvanized both protest and action to take up the cause, to demand and work for justice and equity.Standing with the Black community, Indigenous Peoples, and indeed, with all racialized groups, carries with it a responsibility that goes beyond making statements. What does this moment demand of us? What are the commitments we can make as academics? We need to listen to our Black, Indigenous, Asian, and ot...

Approches inter, trans, pluri, multiculturelles en didactique des langues et des cultures Résumé Dans un Canada et, plus largement, dans un monde globalisé, les contacts de cultures font partie de notre réalité quotidienne. Afin d'outiller les individus pour qu'ils puissent se nourrir des situations de pluralité, la didactique des langues et des cultures entend développer, chez les apprenants de langues, une sensibilité et des pratiques permettant d'appréhender la diversité linguistique et culturelle dans sa complexité. On parle ainsi, en didactique des langues, d'approches inter-, trans-, multi-ou encore pluri-culturelles. Cet article propose de faire le point sur ces appellations et sur ce à quoi elles renvoient, à travers deux ouvrages récents de facture internationale.