Thesis (M.A.)--Carleton University, 2002. / Includes bibliographical references (p. 123-130). Also available in electronic format on the Internet.

Mémoire (M.Sc.)--Université du Québec à Montréal, 1999. / En tête du titre: Université du Québec à Montréal. "Mémoire présenté à l'Université du Québec à Trois-Rivières comme exigence partielle de la maîtrise en physique offerte par extension à l'Université du Québec à Montréal en vertu d'un protocole d'entente avec l'Université du Québec à Trois-Rivières."--p. de t. CaQTU CaQTU Bibliogr.: f. [68]-70.

Thesis--Université de Montréal, 1967. / Includes bibliographical references (p. v-viii).

Thesis (L.L.M.)--Dalhousie University, 2001. / Includes bibliographical references (leaves 202-208).

Thèse (de doctorat)--Université Laval, 2003. / Titre de l'écran-titre (visionné le 23 mars). Bibliogr.

No description available.

This study has investigated the problems that Montreal Chinese immigrant students encountered during their learning Chinese culture as they are also attempting to integrate into local culture. A research approach was taken to determine whether the study of two transcultural artists, Xu Bing and Gu Xiong, can help the students learn their own culture and the local culture. From the case study, it was found that the two artists' work and their attitudes have a great potential to help students bridge the host culture and their heritage culture. I have also designed lessons with power point presentations about these two artists and tried to use them in the teaching practices at a Chinese weekend school. However, I was not able to implement this teaching approach in the school due to their little awareness and interest in art and the economic concerns with their children's future career selection. From cultural art activities in both Chinese and English schools, I found Banks (1989) level one and two approaches could stimulate students' interests in cultures and arts but do not much help students understand how the local culture and other cultures are interconnected and interrelated. Although the contributions and additive approaches represent possible beginnings for helping students to understand art from Chinese culture and other cultures in general, when I tried to move further to a higher level of cultural integration in the Chinese school I was not successful. The implication from the case study of these transcultural artists demonstrated that their work could provide linkage between Chinese culture and North American culture. It also related to Chinese immigrant students' life. In my thesis, I tried to demonstrate that the transcultural artist approach could reinforce a cross-cultural understanding especially for Chinese immigrant students to learn the relationship between their own culture and the local culture. I also tried to explore whether we can move from lower level approaches to the higher level approach identified by Banks (1989) to reflect sociocultural diversity in the curriculum by studying these two transcultural artists, Gu Xiong and Xu Bing. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

No description available.

Urban Agriculture (UA) has been practiced in Montreal, Quebec for well over a century. In the last five years or so, a renewed enthusiasm for UA has manifested itself in the form of citizen-led UA projects. The latter are often established in residual spaces, from vacant lots to sidewalks, and alleyways. These more spontaneous and informal UA practices point to a shift in how urban inhabitants perceive and use urban space. Through a case study of informal UA projects in Montreal, QC, this work brings attention to the dynamics surrounding the establishment of citizen-led UA projects, paying special attention to their complex structure. Indeed, although they are usually initiated by groups of citizens, other actors are either directly or indirectly involved, including non-profit organizations, municipal officials, or business owners. To better understand these processes, I ask the following questions: Why are citizens in Montreal reappropriating vacant and underused urban spaces for UA? How are these spaces being established, and who is involved? How might these spaces and the social relations forged within them, contribute--or not--to a democratic urban politics? Bringing together existing scholarship on critical urban agriculture, radical democracy, and urban geography, this research exposes some of the inherent tensions present in contemporary UA. This work demonstrates that collective UA projects exist simultaneously as a political practice, and one that might not significantly alter the existing spatial and social orders.

"Thèse soutenue à la Faculté des lettres de l'Université Laval." / Collection "L'Hermine." "Bibliographie": v. 2, p. [259]-311.