Cet article résulte d’une recherche pilote dont l’objectif était de comprendre l’expérience réelle des étudiants des minorités visibles inscrits au programme d’éducation d’une institution universitaire francophone en situation minoritaire. Utilisant une méthode qualitative courante en sociologie et en éducation, les auteurs cherchent à voir comment les institutions académiques et scolaires francophones en situation minoritaire – qui envisagent l’immigration comme une voie de revitalisation démographique – répondent-elles aux défis soulevés par la formation et l’insertion professionnelle des futurs enseignants.This article is the result of a pilot research that aimed to understand the real experience of visible minority students enrolled in an education program in a Francophone university in a minority setting. Using a qualitative method that is current in the fields of sociology and education, the authors explore how Francophone academic institutions in a minority setting—institutions that view immigration as a path of demographic revitalization—respond to the challenges raised in the training and professional integration of future teachers

In this article Rochelle Skogen takes up the subject of university professors diagnosed with severe mental illness and asks why so little is known about these individuals. As an assistant professor who suffers from bipolar disorder, Skogen discusses the impact of stigma on a professor's decision to either disclose or conceal her illness. While it appears that most mentally ill academics choose to hide their diagnoses—perhaps believing that concealment will keep them free of stigma—Skogen argues that such thinking is but an illusion of freedom, because it is based on an emancipation that depends on the “goodwill” of would-be emancipators. Skogen depicts her own journey of “coming into presence” as a process of subjectification rooted in Jacques Rancière's theory of a new logic of emancipation, as interpreted by Bingham and Biesta.

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Through a phenomenological perspective, we frame the experiences of "hospitality" of racialized i immigrant student teachers as they recount their field placements in a number of Canadian schools. This article presents the following themes which emerged from the study, and which also serve as section titles: 1) The classroom door as threshold: Crossing workaday and festive worlds; 2) More foreign than foreign; Stranger than strange; 3) You are who I think you are; Not who you know you are; 4) Actively inviting the threshold; Passively accepting the barrier; 5) Sensing the cold: The hostility in hospitality as hostil/pitality?; 6) The hiddenness of potential: Growing in foreign soil; 7) The strangeness of Canadian students: Hospitality beyond hospitality; 8) Inspiriting the festive: Pedagogy as hospitality. The paper concludes by showing that living hospitably with the foreign-other on the Canadian school landscape is not so much a problem as it is an invitation for teachers to realize the call of their vocation.