This paper examines the changing nature of provincial constitutions in Canada. Provinces are granted the right to have their own constitutions by Sections 58-90 of the Constitution Act, 1867, and various sections of the Constitution Act, 1982. The substance of provincial constitutions includes various Acts of provincial parliaments, long-standing constitutional conventions, unwritten rules and principles and common law. With respect to the practice of responsible government, the provinces have long relied on the traditionally “flexible” nature of their largely unwritten constitutions. Using the case studies of statutes dealing with the executive and legislative branches of government in the provinces of British Columbia, Quebec, and Newfoundland and Labrador, this paper analyzes recent changes in the statutes (and therefore constitutions) of the provinces. The analysis shows that there have been many changes in provincial constitutions on the subject of responsible government. The constitutions increasingly recognize the role of the Premier and cabinets, to the detriment of the traditional roles of Lieutenant Governors and the legislatures. This is in line with general trends in Canada’s provinces toward increased executive dominance. The practice of codifying changes in provincial constitutions is also more in line with how constitutional change happens in the states of comparable federations such as Australia and the United States. / Arts, Faculty of / Political Science, Department of / Graduate

The Canadian response following the Haitian earthquake of 2010 was not solely focused on providing humanitarian assistance. Canada also used several immigration measures both at the federal level and the provincial level in Quebec in order to facilitate the immigration of eligible Haitians to Canada and their subsequent reunification with their Canadian family members. This thesis explores these immigration measures and evaluates their effectiveness. In addition, the research examines the role that the large Haitian Diaspora in Canada played in bringing about the adoption of a set of immigration measures specifically for Haitians. The research shows that the Canadian measures implemented were both multi-dimensional – as a variety of immigration mechanisms were used, and multi-level – as the Canadian response included both federal and provincial initiatives in Quebec. While a number of measures were introduced federally, none of these measures could be considered “special” as they were all possible under Canada’s immigration legislation, and they were not unique to the post-earthquake context. In contrast, Quebec’s Humanitarian Sponsorship Program for Haitians was very “special” in that it was the first time such a program was implemented for a large group of people. The research also points to the fact that although using immigration mechanisms to respond to a humanitarian crisis has its benefits, these mechanisms are not designed to provide prompt protection and relief to individuals affected by crisis situations. The research also demonstrates that the use of the available complementary protection measures (humanitarian and compassionate considerations, moratorium and protected person status) did not make up the primary thrust of the Canadian immigration response to the earthquake in Haiti. This fact is indicative of the inadequacy of these measures in providing protection to individuals displaced by environmental factors. Finally, it is argued that although the existence of a large Haitian Diaspora was influential in creating a climate open to the adoption of special measures for Haitians, the Haitian Diaspora did not necessarily influence the specifics of the measures adopted to a significant degree.

The purpose of this study was to investigate how children with Inflammatory Bowel Disease (IBD) and their families perceived their school experiences in Québec. IBD is one of many “invisible” chronic diseases. It is considered invisible because it occurs internally without significant observable external symptoms. However, children with IBD experience painful and fluctuating physical symptoms caused by intestinal inflammation, as well as the side effects from medications. As a result, they require special accommodations while they attend public or private school. The Québec Education Act (2010) stipulates that adequate services for a diverse student population must be provided. Consequently, the research sought to answer the following questions: What are the experiences of parents and children with IBD enrolled in general education classrooms? And, what are the experiences of their brother or sister? To research these questions, a case study method was used with five families. The two instruments used to collect the data were, (1) individual semi-structured interviews that followed a modified version of Seidman’s (2006) in-depth interviewing approach and (2) drawings of the family by siblings. The data were analyzed inductively. This study was the first to use a qualitative approach with multiple methods that were guided by Bronfenbrenner’s ecological systems theory (1979) and Turnbull and Turnbull’s family systems theory (2001). The findings revealed that, unlike many studies on families of children with special needs, these families with a child with IBD functioned relatively well. At the microsystem level, mothers assumed responsibility as the primary caregiver. Siblings experienced their own challenges, such as feelings of parental neglect. Nonetheless, they also maintained nurturing roles. Within the mesosystem level, the home and school relationship was impacted. Parents and children with IBD experienced school personnel who lacked awareness of IBD and provided insufficient classroom support, especially at public schools. Hence, parents-(predominantly mothers) played an integral role in advocating for necessary accommodations on their child’s behalf. In contrast to many studies on children with disabilities, children with IBD in this research had many friends in and outside of school. In the exosystem, parents struggled with feelings of guilt at having to balance employment and the high financial expense of caring for a child with IBD. They relied on assistance from government services and their IBD association. At the macrosystem level, family members believed that children with IBD were perceived negatively by society because of the lack of public awareness and the stigma that surrounds the topic of incontinence. This study makes contributions to systems theories and provides practical recommendations to school personnel and parents.

When the Truth and Reconciliation Commission (TRC) called for all provinces and territories in Canada to develop curriculum related to residential schools, most ministries of education began the process of reform. Despite this Call to Action, Quebec remains the only province that has yet to publicly commit to or develop any curricula related to residential schools. In this context, this study examines the Community Learning Centre (CLC) network, which has empowered English schools across Quebec to participate in projects that address the Calls to Action, encouraging social justice and reconciliation. It examines the experiences of teachers and CLC coordinators who have participated in CLC projects between 2012-2016. The findings indicate that there is increasing frustration among teachers concerning the absence of residential school history from the Quebec curriculum. Findings also indicate many pedagogical benefits of teaching for social justice. Finally, the study identifies challenges and best practises, and provides recommendations for program and curriculum development in the movement for reconciliation in education in Quebec.

By the end of the Great War, Canadians had become more divided along cultural-linguistic lines than perhaps at any other point in their history. Issues surrounding French-language rights outside Quebec and Canada’s place in the British Empire had proved especially contentious leading up to and during the war. Twenty years later, however, the country was relatively united as it prepared to enter yet another global conflict. This study explores the important (albeit partial) rapprochement that occurred during the interwar period between English- and French-speaking Canadians, and in Quebec and Ontario in particular. Remarkably, this rapprochement was the result of both a ‘ground-up’ pressure from civil society, and cross-cultural accommodation occurring among political élites. Driven by a combination of idealism and self-interested pragmatism, Anglophone and Francophone intellectuals, academics, professionals, businessmen and other citizens who were deeply concerned about the country’s future led the call for a more tolerant, pluralistic and liberal Canadian society – one that would allow for greater acceptance of Canada’s French fact and for a higher degree of cross-cultural accommodation. Gradually, rapprochement began making its way into the public discourse – through professional and fraternal associations, popular culture, and through more positive contact with the ‘Other.’ As the rhetoric of cross-cultural understanding developed a wider audience, the political parties responded. The Liberal Party, especially, pressured by its own members from within civil society, became the political vehicle for rapprochement, and began to deal with the big issues of Francophone/Anglophone relations in ways that had been almost impossible a generation earlier.

The master´s thesis focuses on fiduciary funds (svěřenské fondy) in the Czech Republic and trusts in the Canadian province of Quebec and Great Britain. First, a brief history of these funds and trusts is given, followed by an explanation of their importance, their basic characteristics, and the specific laws pertaining to them, with an emphasis on the differences between civil law and common law. Furthermore, the thesis investigates these trusts for accounting and tax purposes. Throughout the thesis, each chapter is concluded by a comparison of the fiduciary funds in the Czech Republic and trusts in Quebec and Great Britain in order to explore the similarities and differences in each observed area.

Les années cinquante ont vu l'apparition d'un «théâtre d'avant-garde» en France, sous la plume d'auteurs tels que Samuel Beckett, Eugene Ionesco, Jean Genet et Arthur Adamov. Au Québec, le même phénomène s'est produit, mais l'étiquette officielle de «théâtre de l'absurde québécois» n'a pas encore été prêtée à un corpus défini de pièces de théâtre. Cette étude, dans un premier temps, effectue un repérage des caractéristiques intrinsèques aux oeuvres du théâtre de l'absurde français, plus précisément celles des quatre auteurs mentionnes ci-dessus, a l'aide d'ouvrages théoriques reconnus (notamment The Theatre of the Absurd de Martin Esslin, Histoire du «nouveau théâtre» de Geneviève Serreau, Le Théâtre du nouveau langage de Gilbert Tarrab et Le théâtre de dérision d'Emmanuel Jacquart). Les chapitres subséquents sont consacrés a 1'analyse des oeuvres dramatiques québécoises Les Insolites de Jacques Languirand et La répétition de Dominic Champagne, afin de vérifier l'occurence des mêmes traits, particuliers au théâtre de dérision, et de montrer l'existence réelle de ce type de théâtre au Québec. / Arts, Faculty of / French, Hispanic, and Italian Studies, Department of / Graduate

Je suis une voiture est un recueil de nouvelles qui s’articulent depuis différents lieux du Québec. Le rapport qu’entretient la narratrice —la même pour chaque texte— avec ces différents espaces est réfléchi depuis un point d’ancrage montréalais. L’objectif des textes est moins de décrire les lieux que de les faire ressentir et d’en restituer l’ambiance. Parce qu’ils sont issus du monde sensible, les lieux permettent d’ancrer les textes dans le réel. Le travail de réalisme passe aussi par le personnage de la narratrice qui permet de présenter plusieurs motifs récurrents de la vie humaine : l’amour surtout, l’amitié, mais aussi la perte, la colère, la tristesse... Je suis une voiture se présente comme une collection de souvenirs qui se croisent et se mêlent. L’ordre des textes n’est pas chronologique, mais propose un itinéraire où chaque escale est une fenêtre sur une époque de la même vie. L’essai « L’écriture du fleuve dans la poésie de Mahigan Lepage et de Pierre Nepveu » interroge trois recueils de poésie pour répondre à la question : comment écrire le fleuve? De Lepage a été retenu le fleuve colère et de Nepveu La dureté des matières et de l’eau ainsi que Romans-fleuves. Ces textes ont l’avantage d’offrir trois formes poétiques différentes : la fable, les vers et la prose. Dès lors, chacun des poèmes devient une réponse possible à la question. Cet essai s’applique à montrer que, pour écrire le fleuve, il faut reconstituer dans le poème les caractéristiques principales de ce corps hydrographique pour les transposer dans le texte. L’essai en retient principalement deux : l’eau et le mouvement et l’analyse adopte un double point de vue thématique et formel. / Je suis une voiture is a collection of short stories that take place in different places of Québec. The relation between the narrator —she is the same in every text— and these places is thought with Montreal as a starting point. The objective of the short stories is not so much to describe the places as it is to give a measure of their ambiance. Because they exist in the sensitive world, to mention them anchors the texts in reality. The work of realism also transpires in the character of the narrator, who allows the representation of different motifs of human life: mostly love, but also friendship, loss, anger, sadness... Je suis une voiture is also a collection of memories that intersect and sometimes connect. As it is not chronological, the order of the texts presents itself as an itinerary where each stop is an episode of the same life. The essay, « L’écriture du fleuve dans la poésie de Mahigan Lepage et de Pierre Nepveu » examines three collections of poems to answer the question: “how to write a river?” From Lepage was chosen le fleuve colère and from Nepveu La dureté des matières et de l’eau and Romans-fleuves. The texts have the advantage of being written in three different genres: the fable, verses, and prose. Each poem can then become a possible answer to the question. The essay tends to present that to write a river, one must reform its main characteristics and transpose them in the text. Two of them are the main focus of this essay: water and motion and the analysis takes a dual thematic and formal point of view.

Les nouvelles modalités d’énonciation explorées par le théâtre contemporain remettent en question la notion traditionnelle de dialogue. L’usage plus extensif du monologue, souvent considéré à tort comme s’inscrivant à l’opposé du dialogue et utilisé avec parcimonie dans le théâtre classique, conquiert la scène autant au Québec qu’à l’international et instaure un nouveau rapport entre la scène et la salle. Le volet création, I Sorel, explore comment trois solitudes se rencontrent sans se parler à travers un lieu partagé et par le jeu des croisements entre les monologues. Inspirée par l’art japonais du kintsugi, la pièce cherche à dévoiler la beauté des fissures et des imperfections de la langue, des lieux et des gens. L’essai porte sur l’usage singulier qui est fait des monologues au sein de Billy [les jours de hurlement] et en interroge les modalités et les effets sur l’élaboration de l’action dramatique et sur la construction du rapport au spectateur. / The new modalities of enunciation explored by contemporary theater challenge the traditional notion of dialogue. A more extensive use of the monologue, often mistakenly considered to be the opposite of dialogue and used sparingly in classical theater, is conquering the stage both in Quebec and internationally, establishing a new relationship between the stage and the audience. The creation, I Sorel, explores how, through a shared space and by the way their lonely voices intertwine, three solitudes meet without speaking. Inspired by the Japanese art of kintsugi, the play aims to reveal the beauty in the cracks and imperfections of language, places and people. The essay examines the singular use of monologues in Billy [les jours de hurlement] and questions their modalities and effects on the elaboration of the dramatic action and on the relationship the play establishes with its spectator.

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