< Freedom of speech > is a foundational ideograph in the American and more broadly, Western, tradition. Yet this term is not static in its meanings or commitments to social action. The current debate around cancel culture is the site of renegotiation of < freedom of speech > in relation to other terms such as < open debate >, < justice >, < marginalized >, < tolerance >, < democracy >, and < power >. This study is an ideographic analysis of two artifacts that represent two sides of the < freedom of speech > discussion: “A Letter on Justice and Open Debate” and “A More Specific Letter on Justice and Open Debate.” Following McGee’s theory and method, this research examines the diachronic definition of < freedom of speech > through the U. S. Supreme Court and the liberty model and the synchronic tensions surrounding < freedom of speech > represented in these two editorials. The analysis identifies < justice > as an inadequate and detrimental synecdoche in the renegotiation and suggests that there is no appropriate synecdoche because < freedom of speech > is prerequisite to all public debate. This renegotiation is happening now because of disparities between the ideal of < freedom of speech > and its material reality in society. Further, because < freedom of speech > has not been sufficiently defined and its alternatives explained and rebutted, it is being devalued in current society. Finally, the prevalence of the internet as a public square raises questions about protected speech as have all new media in the past. The study shows that one vision must eventually dominate because they are fundamentally irreconcilable within a single political union. The analysis concludes with an outline of the two moral visions presented in each letter and the consequences of adopting each.

Ce mémoire tente de comprendre comment l’enfant en bas âge construit son espace relationnel en lien avec l’ordinateur, en s’inspirant de la nouvelle sociologie de l’enfance qui reconnaît celui-ci comme un acteur socialement compétent ayant un pouvoir de création. Suite à une série d’entrevues, faites auprès de six jeunes enfants, il semble que ces derniers peuplent leur espace relationnel en attribuant des rôles à ceux qui les entourent (joueur, travailleur, enseignant, apprenant, etc.). Poussant un peu plus loin ma réflexion, trois dimensions se sont démarquées, venant agir comme liants des multiples trajectoires (Massey, 2005) qui coïncident et, par conséquent, forment l’espace relationnel de l’enfant: l’inconciliabilité, l’émancipation et l’affectivité. Ces trois dimensions sont à mon avis essentielles pour comprendre pleinement comment l’enfant conçoit et vit ses relations autour de l’ordinateur. / Drawing on the perspective of the new social studies of childhood that recognizes children as social actors with powers of creation, this thesis seeks to understand how children build their relational space in connection with the computer. Following a series of interviews made with six young children, it seems that they populate their relational space by assigning roles to those around them (player, worker, teacher, learner, etc.) Moreover, three dimensions stood out, acting as binders of multiple trajectories (Massey, 2005) that coincide and, therefore, shape the child's relational space, namely irreconcilability, emancipation and affectivity. These three dimensions are, in my opinion, essential to fully understanding how the child develops and lives its relationships around the computer.

Ce mémoire tente de comprendre comment l’enfant en bas âge construit son espace relationnel en lien avec l’ordinateur, en s’inspirant de la nouvelle sociologie de l’enfance qui reconnaît celui-ci comme un acteur socialement compétent ayant un pouvoir de création. Suite à une série d’entrevues, faites auprès de six jeunes enfants, il semble que ces derniers peuplent leur espace relationnel en attribuant des rôles à ceux qui les entourent (joueur, travailleur, enseignant, apprenant, etc.). Poussant un peu plus loin ma réflexion, trois dimensions se sont démarquées, venant agir comme liants des multiples trajectoires (Massey, 2005) qui coïncident et, par conséquent, forment l’espace relationnel de l’enfant: l’inconciliabilité, l’émancipation et l’affectivité. Ces trois dimensions sont à mon avis essentielles pour comprendre pleinement comment l’enfant conçoit et vit ses relations autour de l’ordinateur. / Drawing on the perspective of the new social studies of childhood that recognizes children as social actors with powers of creation, this thesis seeks to understand how children build their relational space in connection with the computer. Following a series of interviews made with six young children, it seems that they populate their relational space by assigning roles to those around them (player, worker, teacher, learner, etc.) Moreover, three dimensions stood out, acting as binders of multiple trajectories (Massey, 2005) that coincide and, therefore, shape the child's relational space, namely irreconcilability, emancipation and affectivity. These three dimensions are, in my opinion, essential to fully understanding how the child develops and lives its relationships around the computer.