In the face of globalisation, one of the challenges for Christians ministering to asylum seekers and refugees in the United Kingdom is the question of integrating Christian asylum seekers and refugees into the Christian community. British churches and para-church organisations that are involved in refugee ministry have to decide whether they want to support the formation of independent refugee churches or the integration of refugees and asylum seekers into local indigenous churches. This thesis examines these options from a missiological perspective. Two social research projects form the heart of this study. One compares the life and ministry of two mature minority ethnic churches, the other investigates the integration process at a British church that has been involved in refugee ministry for almost a decade. Contrary to the widespread view that the establishment of homogeneous churches is crucial for the mission of the church in postmodern British society, the findings of this research suggest that the integration of asylum seekers and refugees into indigenous British churches is the better option. They further demonstrate that it is not the mono-ethnic refugee church but the multi-ethnic church which makes the greater contribution to the integration of Christian asylum seekers and refugees and to the missio Dei in Britain. In a multi-ethnic church, asylum seekers and refugees serve as role models to British Christians and especially as effective agents of mission. These research findings also show that the integration of asylum seekers and refugees is promoted through the congregation within the congregation model and an incarnational approach to mission. However, they equally indicate that various stumbling blocks can hinder the integration process. These include a low ecclesiology, a conversionist approach to mission, a lack of awareness of globalisation, and a reactive leadership style and church culture. / Christian Spirituality, Church History and Missiology / D. Th ((Missiology)Christian Spirituality, Church History and Missiology)

In the face of globalisation, one of the challenges for Christians ministering to asylum seekers and refugees in the United Kingdom is the question of integrating Christian asylum seekers and refugees into the Christian community. British churches and para-church organisations that are involved in refugee ministry have to decide whether they want to support the formation of independent refugee churches or the integration of refugees and asylum seekers into local indigenous churches. This thesis examines these options from a missiological perspective. Two social research projects form the heart of this study. One compares the life and ministry of two mature minority ethnic churches, the other investigates the integration process at a British church that has been involved in refugee ministry for almost a decade. Contrary to the widespread view that the establishment of homogeneous churches is crucial for the mission of the church in postmodern British society, the findings of this research suggest that the integration of asylum seekers and refugees into indigenous British churches is the better option. They further demonstrate that it is not the mono-ethnic refugee church but the multi-ethnic church which makes the greater contribution to the integration of Christian asylum seekers and refugees and to the missio Dei in Britain. In a multi-ethnic church, asylum seekers and refugees serve as role models to British Christians and especially as effective agents of mission. These research findings also show that the integration of asylum seekers and refugees is promoted through the congregation within the congregation model and an incarnational approach to mission. However, they equally indicate that various stumbling blocks can hinder the integration process. These include a low ecclesiology, a conversionist approach to mission, a lack of awareness of globalisation, and a reactive leadership style and church culture. / Christian Spirituality, Church History and Missiology / D. Th ((Missiology)Christian Spirituality, Church History and Missiology)

Cotutelle Université de Montréal - Université Grenoble Alpes / Des vagues d’immigration successives ont fait du Québec le lieu d’une importante diversité linguistique et culturelle. Ainsi, de nombreux élèves bi/plurilingues sont maintenant scolarisés dans les classes ordinaires des écoles francophones québécoises, notamment au secondaire. Pour ces élèves, l’apprentissage de l’écriture est bien souvent un défi de taille. L’apprentissage de l’orthographe grammaticale (OG) du français, plus spécifiquement, constitue un obstacle important au développement de leur compétence à écrire. Cet obstacle se présente d’ailleurs pour l’ensemble des élèves scolarisés dans cette langue. Les accords verbaux et adjectivaux de même que le choix des terminaisons verbales en /E/ sont entre autres la source de difficultés marquées (Brissaud, Chevrot et Lefrançois, 2006 ; Manesse et Cogis, 2007). La présente recherche doctorale vise donc à contribuer à l’identification de dispositifs favorisant l’apprentissage de l’OG française d’élèves bi/plurilingues scolarisés en classe ordinaire au secondaire en milieu pluriethnique et plurilingue. Conçues en réponse aux difficultés des élèves en contexte de langue première, certaines interventions tendent à avoir des effets positifs sur leur apprentissage de l’OG, telles que les dictées métacognitives (Nadeau et Fisher, 2014) et une approche intégrée d’enseignement de l’orthographe (Allal et al., 2001). Dans notre thèse, nous avons conçu un dispositif qui s’inspire de ces interventions et, afin de prendre en compte les spécificités des milieux scolaires pluriethniques et plurilingues, nous avons intégré des approches plurilingues à ce dispositif. Ces approches sont susceptibles d’engager les élèves bi/plurilingues dans leurs apprentissages et de favoriser le développement de capacités métalinguistiques, en plus de soutenir d’éventuels transferts entre les langues (Cummins, 2009 ; de Pietro, 2003 ; Moore, 2006). C’est ainsi que nous avons conçu un « dispositif plurilingue » d’enseignement de l’OG française. Ce dispositif allie la production de textes identitaires plurilingues (Cummins et Early, 2011) et la mise en œuvre de dictées métacognitives soutenues par des approches plurilingues, qui prennent la forme d’activités d’éveil aux langues (Armand, 2014 ; Auger, 2014) et de pratiques translinguistiques (Candelier et de Pietro, 2008 ; García et Kano, 2014). Nous avons testé l’hypothèse selon laquelle ce dispositif plurilingue favoriserait le développement de la compétence des élèves en OG en français. À cette fin, nous l’avons mis à l’essai auprès d’élèves bi/plurilingues de première secondaire (groupe expérimental 1 ; n = 79), puis nous avons comparé ses effets avec ceux d’un « dispositif monolingue » d’enseignement de l’OG (groupe expérimental 2 ; n = 70), qui allie approche intégrée et dictées métacognitives, en français seulement, et avec ceux de pratiques habituelles d’enseignement de l’OG (groupe contrôle ; n = 46). Nous avons évalué la compétence en OG de l’ensemble des élèves au moyen d’une dictée et d’une production écrite guidée. Des entretiens métagraphiques réalisés auprès d’un nombre ciblé de participants des trois groupes (au total, n = 24) ont également permis une compréhension plus fine de l’évolution de leurs procédures graphiques. La passation de ces outils s’est effectuée à trois reprises: avant l’intervention (prétest), immédiatement après l’intervention (posttest immédiat) et cinq semaines après l’intervention (posttest différé). Au terme de notre recherche, nous constatons que le dispositif plurilingue apporte une contribution significativement plus grande au développement de la compétence en OG en français que des pratiques habituelles d’enseignement de l’OG. De plus, ce dispositif contribue tout autant, voire plus, à ce développement que le dispositif monolingue, alors que les effets propres au dispositif plurilingue se présentent notamment sous la forme d’un ancrage des apprentissages des élèves dans la durée. En effet, au posttest différé, seules les performances globales à la dictée des élèves du groupe expérimental1 sont significativement supérieures à celles des élèves au groupe contrôle. Quant aux performances globales à la production écrite guidée, celles des élèves des groupes expérimentaux 1 et 2 sont significativement supérieures à celles des élèves du groupe contrôle. Enfin, au moyen des données tirées des entretiens métagraphiques, nous constatons l’existence d’un lien entre les plus grands progrès dans les performances globales des élèves des groupes expérimentaux 1 et 2 et l’augmentation du recours à des procédures morphosyntaxiques et à des procédures de remplacement, une tendance qui ne se dégage pas des résultats obtenus dans le groupe contrôle. / Successive waves of immigrants have turned the province of Quebec into a place of great linguistic and cultural diversity. Thus, many bi/plurilingual students are now attending regular classes in Quebec’s French-language schools, particularly in high school. For these students, learning to write is often a challenge. The grammatical morphology (GM) of French, more specifically, constitutes an important obstacle to the development of their writing skills, an obstacle shared by all students of French regardless of their mother- tongue. Verbal and adjective agreements as well as the choice of verbal endings in /E/ are some of the greatest difficulties (Chevrot, Brissaud & Lefrançois, 2006; Manesse & Cogis, 2007). The present doctoral research aims to contribute to the identification of approaches promoting the learning of the French GM of bi/plurilingual students attending regular high school classes in a multi-ethnic and multilingual environment. In order to address students’ difficulties in a first language learning context, certain teaching practices, such as an integrated approach to teaching spelling and metacognitive dictations, tend to have positive effects on students’ GM development (Allal et al., 2001; Nadeau & Fisher, 2014). In our thesis, we designed an approach inspired by these practices. Furthermore, in order to take into account the specificities of multi-ethnic and multilingual school environments, we integrated plurilingual pedagogical practices to this approach. Those practices are likely to engage bi/plurilingual students in their learning and to promote the development of metalinguistic abilities, in addition to supporting possible transfers between languages (de Pietro, 2003; Moore 2006; Cummins 2009). Thus, we tailored a “plurilingual approach” for teaching French GM. This approach combines the writing of plurilingual identity texts (Cummins & Early, 2011) and metacognitive dictations supported by plurilingual pedagogical practices. Those practices consisted of language awareness activities (Armand, 2014; Auger, 2014) and translinguistic practices (Candelier & de Pietro, 2008; Garcia & Kano, 2014). We verified the hypothesis according to which our plurilingual approach would promote the development of student’s GM in French. To this end, we tested this plurilingual approach with bi/plurilingual first-year secondary students (experimental group 1, n = 79). We then compared its effects with those of a “monolingual approach” for teaching French GM (experimental group 2, n = 70), which combines an integrated approach of teaching spelling and metacognitive dictations, in French only, and with those of usual GM teaching practices (control group, n = 46). We assessed the GM skills of all students through a dictation and a guided written production. Metagraphic interviews with a targeted number of participants from all three groups (in total, n = 24) also provided a deeper understanding of the evolution of their graphical procedures. These data collection tools were used three times: before the experimentation (pre-test), immediately after the experimentation (immediate post-test) and five weeks after the experimentation (delayed post-test). At the end of our research, we found that the plurilingual approach makes a significantly greater contribution to the development of GM in French than usual teaching practices. Moreover, this approach contributes as much, if not more, to this development as the monolingual approach, while the effects specific to the plurilingual approach involve the rooting of the skills learned by students over time. Indeed, at the delayed posttest, only the dictation overall performances of students in experimental group 1 are significantly higher than those of students in the control group. As for written production overall performances, both those in experimental groups 1 and 2 are significantly higher than those in the control group. Finally, using data from the metagraphic interviews, we find a link between the greatest progress in the overall performances of students in experimental groups 1 and 2 and the increase in the use of morphosyntactic procedures and substitution procedures, a trend that does not emerge from the results obtained in the control group.

Violence against women continues to be an issue that severely impacts women worldwide. Since the global spread of the #MeToo movement in 2017, debates regarding this issue significantly increased. Yet the precise ways in which women are impacted by violence, heavily influenced by their unique and diverse aspects of identity, are often disregarded. By focusing on two of these aspects of identity, namely gender and nationality, and comparing the circumstances of sexual violence against women in Germany, Nigeria, and South Korea, this thesis aims to showcase the diverse experiences of ‘being a woman’ and what this implies regarding the issue of sexual violence against women. With an additional analysis of four important international conventions aimed at ameliorating women’s lives (UDHR, CEDAW, DEVAW, and BPfA) regarding their acknowledgement of this diversity and guided by three theories, namely Multi-Ethnic Feminism, Feminist Postcolonialism, and Intersectionality, this thesis highlights the necessity of including everyone and their unique experiences with all kinds of discrimination to adequately tackle an issue such as sexual violence against women.

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A travers une étude interculturelle détaillée et comparée de la production théâtrale minoritaire canadienne et américaine, ma thèse cherche à mettre en lumière les les apports thématiques et esthétiques du théâtre multi-ethnicque nord-américain contemporain à la tradition anglo-américaine du 20ème siècle. Les communautés asiatiques, africaines et aborigènes sont retenues comme poste d'observation privilégié de l'expression esthétique de la condition multiculturelle postcoloniale dans le théâtre nord-américain de la période allant de 1972 à nos jours. Sur base d'un corpus de pièces de théâtre, ma recherche m'a permis de redéfinir les grandes articulations des notions d'hybridité, d'identité et de communauté/nation postcoloniale.<p><p>Through a detailed cross-cultural approach of the English Canadian and American minority theatrical production, my thesis aims to identify the thematic and aesthetic contributions of multi-ethnic North American drama to the Anglo-American tradition of the 20th century. My study examines North American drama from the vantage points of African, Asian, and Native communities from 1972 until today. Relying on a number of case studies, my research opened up new avenues for rethinking the notions of hybridity and identity in relation to the postcolonial community/nation. <p> / Doctorat en Langues et lettres / info:eu-repo/semantics/nonPublished

Dès les premières dynasties, le pictogramme fut dans l’écriture le prolongement des représentations figuratives naturalistes, logogrammes dans les palettes funéraires décorées protodynastiques. Ce constat nous porte à les mettre en correspondance avec l’art pariétal du néolithique nubien, le prédynastique égyptien, et celui des aires culturelles périphériques. La reconsidération des pétroglyphes en tant que symboles et idéogrammes, c’est-à-dire des mythogrammes autant que des logogrammes-phonogrammes polysémiques permet de dégager un système structurel de représentations symboliques universel dans la vallée du Nil. Essentiellement funéraire, il est organisé autour d’une nouvelle lecture en relation aux mythes fondateurs de l’Œil d’Horus/solaire, s’exprime dans des rites primitifs de revivification, de renaissance, néolithiques et prédynastiques, explicités ensuite durant les premières dynasties sur des tablettes, des sceaux-cylindres votifs, et l’onction du mort avec les sept huiles canoniques et, enfin, dans les Textes des Pyramides. Contrairement à l’idée commune d’opposition des notions de Nature-Culture, il est question de les conjuguer, de réconcilier la dualité non binaire et de voir, par exemple, les fonctions héliotrope et/ou héliophore des animaux du bestiaire soudanien, avec Sokar le faucon funéraire, les garants bienveillants des métamorphoses et de renaissance du soleil/des défunts, par ailleurs, félidés, canidés, antilopes…, investis du numineux des divinités tutélaires. À la lueur d’une nouvelle lecture du mythe “osirien” primitif de métamorphose, nous reconsidérons les conceptions sur le sacrifice animal sur des bases d’anthropologie religieuse. Loin d’une maîtrise et soumission de la nature, et d’un diffusionnisme, l’interculturalité de la pensée mythique archaïque première dans la vallée nubiano-égyptienne et des régions périphériques multiethniques implique, vis-à-vis du monde naturel et des forces spirituelles numineuses, la transculturalité des conceptions solaires et le partage pluriculturel, transhistorique des croyances résurrectionnelles polycycliques. Ainsi, les pétroglyphes d’animaux, les scènes de chasse animale, les représentations de barques, de sandales, etc., sont de nature funéraire votive, apotropaïque. / Since the beginning of the first dynasties, the pictogram in writing was the extension of naturalistic figurative representations, logograms in the decorated funerary protodynastic palettes. This statement carry us to link them with the parietal art of Neolithic Nubia, the egyptian Predynastic, and peripheral cultural areas. We have reconsidered the petroglyphs as polysemic symbols and ideograms, i.e. mythograms as well polysemic logograms-phonograms, allowing us to draw up a structural system of symbolic representations, universal in the Nile valley. Basically funerary, the system is organised around a new reading in connection with the founding of the ‘Eye of Horus’/solar myths, and express itself in primitive Neolithic and Predynastic rites of revivification, rebirth, more explicit afterwards during the first dynasties on labels, votive cylinder-seals, and anointing the deads with the seven holy canonical oils, finally in the Pyramid Texts. Contrary to the common idea which opposite the Nature-Culture notions, there is some question to combine them, to reconcile the non-binary duality and to see, for example, the heliotrope functions and/or heliophore animals of the sub-Saharan bestiary, with Sokar the funerary hawk, the benevolent guarantors for the rebirth and metamorphosis of the sun/deads; otherwise felids, canids, antelopes…, invested by the numinous of the protecting divinities. In consequence of a new reading of the primitive ‘osirian’ myth of metamorphosis, we have reconsidered the conceptions about animal sacrifice on the basis of religious anthropology. Far from bringing under control and submission of nature, and diffusionnism, the intercultural (cross-cultural) of the first archaic mythic thought in the multi-ethnic nubian-egyptian valley and associated neighbouring areas involves, towards the natural world and the numinous spiritual strengths, the cross-cultural of solar conceptions and multicultural, trans-historic sharing of the polycyclic resurrectional believes. Thus, the animal petroglyphs, cynegetic scenes, boats and sandals representations, etc., are of funerary votive, apotropaic nature.