Cette thèse étudie les spécificités du discours produit par les femmes écrivains de la diaspora afro-caribéenne au Canada et aux Etats-Unis, notamment chez Edwidge Danticat, Nalo Hopkinson, Jamaica Kincaid, Paule Marshall, M. NourbeSe Philip, et Olive Senior. La position ambivalente de ces auteures qui sont culturellement dedans et dehors influence leurs écrits, en prose comme en poésie, dans lesquels elles revendiquent leurs histoires, leurs corps et leurs langues. La discussion s’attache à observer les opérations discursives en démontrant que les auteures étudiées articulent de nouvelles formes de subjectivité et prouvent que la formation des identités culturelles ne dépend pas d’un territoire stable, mais plutôt d’un espace culturel mobile, voire volatile. D’une part, ces femmes réécrivent le passé dans un discours qui déstabilise les versions hégémoniques de l’histoire et d’autre part, elles cherchent à représenter leurs corps en dépassant leur dimension matérielle et choisissent d’embrasser leur schizophrénie culturelle. Leurs projets brisent le silence et libèrent les subjectivités incontrôlées à travers la création de polyphonies incarnées, de multiples contre discours et d’énoncés non-conformistes. Les constructions discursives de leur moi ne pouvant en effet se manifester qu’à l’extérieur des terminologies canoniques, ces auteures s’inscrivent dans une démarche de résistance au discours unique et privilégient a fortiori une rhétorique hétéroglossique. En somme, cette analyse comparative est innovante en ce qu’elle démontre que mémoires, langues et identités diasporiques sont intimement liées, et qu’au delà de leurs démarches respectives et des stratégies discursives qui leur sont propres, ces auteures sont des écrivains du limbo qui, à la manière des danseurs de limbo, transforment l’instabilité en une expérience de recréation artistique. Elles placent leurs représentations au coeur d’une dynamique empreinte de mouvement, de fluidité, de pluralité et d’hybridité, et prouvent clairement que la diaspora féminine caribéenne peut faire entendre sa voix. / This dissertation examines the specific discourse produced by diasporic African Caribbean women writers in Canada and the USA, namely Edwidge Danticat, Nalo Hopkinson, Jamaica Kincaid, Paule Marshall, M. NourbeSe Philip, and Olive Senior. These authors’ ambivalent positions as both cultural insiders and outsiders are conveyed through their prose and poetry, in which they reclaim their histories, bodies and tongues. The thesis highlights discourse operations in demonstrating that the selected authors articulate new forms of subjectivity, hence proving that cultural identities do not depend on static territories but rather on mobile and even volatile cultural spaces. Besides reconstructing the past through a discourse that truly unsettles hegemonic versions of history, African Caribbean diasporic women writers represent their bodies beyond materiality and choose to embrace their cultural schizophrenia. Their projects consist in un-silencing the unruly selves through the creation of embodied polyphonies, multiple counter-voices and anti-conformist utterances. The discursive constructions of the self therefore occur outside of canonical terminology, as these women writers resist single-voiced discourse and favour heteroglossic rhetorics. Ultimately, this comparative literary analysis is innovative as it proves that diasporic memories, tongues and identities are interlinked, and that beyond their respective agendas and personal discursive strategies, these authors are limbo writers who, like limbo dancers, transform instability into a recreative and artistic experience. They inscribe their self-representations into a powerful dialectic of movement, fluidity, plurality and hybridity, and truly demonstrate that the feminine Caribbean diaspora can speak.

University of Technology, Sydney. Faculty of Education. / This thesis examines the construction processes of language, culture and identities in relation to both the macro level of society and culture, as well as the micro-individual level. It argues that there is a need to understand these constructions beyond discrete notions of language, identities and culture. The thesis mobilises performativity theory to explore how exposure to a variety of practices during the life trajectory has an impact on the construction and performance of language, identities and culture. It shows how a theory of performativity can provide a comprehensive account of the complex process of, and the relationships between, hybridisation (engagement in a range of cultural practices) and monolithication (nostalgic attachments to familiar practices). The thesis also suggests that the deployment of performativity theory with a focus on individual biography as well as larger social-cultural factors may fill a gap left in some other modes of analysis such as Critical Discourse Analysis (CDA) and Conversation Analysis (CA). Analysing data from four workplaces in Australia, the study focuses on trans-institutional talk, namely casual conversation in which people from a variety of linguistic and cultural backgrounds work together. Following the suggestion (Pennycook 2003; Luke 2002) that there is a need to shift away from the understanding that a particular language is attached to a particular nation, territory and ethnicity, the thesis shows how discrete ethnic and linguistic labels such as ‘Japanese’ and ‘English’ as well as notions of ‘code-switching’ and ‘bi-lingualism’ become problematic in the attempt to grasp the complexity of contemporary transcultural workplaces. The thesis also explores the potential agency of subjects at the convergence of various discourses through iterative linguistic and cultural performances. In summary, the thesis provides deeper insight into transcultural performances to show the links between idiosyncratic individual performances and the construction of transcultural linguistic, cultural phenomena within globalisation.

University of Technology, Sydney. Faculty of Education. / This thesis examines the construction processes of language, culture and identities in relation to both the macro level of society and culture, as well as the micro-individual level. It argues that there is a need to understand these constructions beyond discrete notions of language, identities and culture. The thesis mobilises performativity theory to explore how exposure to a variety of practices during the life trajectory has an impact on the construction and performance of language, identities and culture. It shows how a theory of performativity can provide a comprehensive account of the complex process of, and the relationships between, hybridisation (engagement in a range of cultural practices) and monolithication (nostalgic attachments to familiar practices). The thesis also suggests that the deployment of performativity theory with a focus on individual biography as well as larger social-cultural factors may fill a gap left in some other modes of analysis such as Critical Discourse Analysis (CDA) and Conversation Analysis (CA). Analysing data from four workplaces in Australia, the study focuses on trans-institutional talk, namely casual conversation in which people from a variety of linguistic and cultural backgrounds work together. Following the suggestion (Pennycook 2003; Luke 2002) that there is a need to shift away from the understanding that a particular language is attached to a particular nation, territory and ethnicity, the thesis shows how discrete ethnic and linguistic labels such as ‘Japanese’ and ‘English’ as well as notions of ‘code-switching’ and ‘bi-lingualism’ become problematic in the attempt to grasp the complexity of contemporary transcultural workplaces. The thesis also explores the potential agency of subjects at the convergence of various discourses through iterative linguistic and cultural performances. In summary, the thesis provides deeper insight into transcultural performances to show the links between idiosyncratic individual performances and the construction of transcultural linguistic, cultural phenomena within globalisation.

Dynamic networking is a key factor for successful transnational organizations. The transcultural shift is a critical process that can enable cultural hybridization so as to inspire consensual identity and learning aptitude amongst worldwide members. The Global Learning Organization (GLO) model is re-conceptualized to bring about this cultural shift. E-learning seems an appropriate tool to generate effective transcultural communication for both culture and learning perspectives under the GLO model. A qualitative case study using document analysis and interviews is conducted to understand how transcultural communication is generated via e-learning under the GLO model in two fields. Findings reveal that firstly, trust is a core element in generating transcultural communication and the combination of face to face and e-learning can enable trust to be activated and developed. Secondly, the way to build trust varies depending on task characteristics: the detail-oriented tasks require more intense face to face communication than the concept-focused tasks. This study illustrates that design of various mixed learning pattern with strategies to build trust through the affective dimension will be key for the successful GLO.

The aim of this paper was to find out the specifics of nursing care in clinical and community practice in Roma minority. Furthermore, to find out which of these specifics are missing in the J. N. Giger and R. E. Davidhizar nursing model and modify the nursing documentation based on this conceptual model accordingly. A combination of qualitative and quantitative research was used to achieve the set goals. The whole research was carried out within the framework of the team research project of GAJU No. 048/2015/S. Within the qualitative survey, 8 interviews with members of the Roma minority were carried out to verify the context of individual areas of the conceptual model. Furthermore, the focus group technique was used with nurses from clinical and community practice to verify the use of modified nursing documentation. The quantitative research used a non-standardised questionnaire based on the conceptual model areas for 600 respondents from the Roma minority. The research carried out has shown that health is one of the highest values in life for Roma people. Although health comes first, their way of life does not match this finding. This mainly concerns the area of substance abuse and disease prevention. Health care is influenced by their education. The more educated the individual is, the more they visit a doctor, they keep the treatment regimen and more generally they look after their health. The Roma minority is a relatively closed group of inhabitants, which to this day is difficult to assimilate into the majority society. Nevertheless, there is a gradual loss of some specific features. Above all, it is the loss of knowledge of the Roma language or the failure to observe some traditional Roma customs and traditions. This is mainly influenced by the social environment of the individual. All information obtained is clearly presented in the proposed documentation according to the Model of thoughtful and adapted care. Using this model provides us with a comprehensive assessment of the individual and the ability to better plan nursing care according to the needs of each individual.

Ce mémoire explore l’exil au cinéma et en littérature, en particulier à travers l’œuvre de Marilú Mallet, cinéaste et écrivaine québécoise d’origine chilienne. L’approche choisie emprunte à la fois au champ littéraire et au champ cinématographique, et fait intervenir à la fois théoriciens, écrivains et cinéastes. À travers plusieurs regards croisés entre cinéastes et écrivains, ce mémoire décrit comment les thèmes du dépaysement, de la mémoire, de l’identité, du territoire et de la langue reviennent sans cesse dans les œuvres des auteurs migrants. Il interroge également la place des auteurs migrants au sein de la littérature et du cinéma nationaux, leur apport à l’imaginaire collectif, et plus largement leur place dans le discours social ambiant. À travers son œuvre, Mallet raconte sa propre expérience d’exilée en même temps qu’elle témoigne de ce qui s’est passé après le coup d’État au Chili en 1973, laissant des traces pour contrer l’histoire officielle. / This master thesis explores exile in cinema and literature, especially through the work of Marilú Mallet, a Quebec filmmaker and writter exiled from Chile. The approach chosen borrows both to the literary and cinematographic fields, and lets intervene writters and filmmakers as much as theoreticians. Through crossed views between writters and filmmakers, this master thesis describes how the issues of displacement, memory, identity, territory and language are recurrent in the works of authors in exile. It also questions the place of migrant authors within national literature and cinema, their contribution to the collective imaginative world and social debates and reflections. Through her work, Mallet tells her own experience of exile, as well as she testifies of what went on after the coup of 1973, leaving evidences to counter the official version of history.

Ce mémoire explore l’exil au cinéma et en littérature, en particulier à travers l’œuvre de Marilú Mallet, cinéaste et écrivaine québécoise d’origine chilienne. L’approche choisie emprunte à la fois au champ littéraire et au champ cinématographique, et fait intervenir à la fois théoriciens, écrivains et cinéastes. À travers plusieurs regards croisés entre cinéastes et écrivains, ce mémoire décrit comment les thèmes du dépaysement, de la mémoire, de l’identité, du territoire et de la langue reviennent sans cesse dans les œuvres des auteurs migrants. Il interroge également la place des auteurs migrants au sein de la littérature et du cinéma nationaux, leur apport à l’imaginaire collectif, et plus largement leur place dans le discours social ambiant. À travers son œuvre, Mallet raconte sa propre expérience d’exilée en même temps qu’elle témoigne de ce qui s’est passé après le coup d’État au Chili en 1973, laissant des traces pour contrer l’histoire officielle. / This master thesis explores exile in cinema and literature, especially through the work of Marilú Mallet, a Quebec filmmaker and writter exiled from Chile. The approach chosen borrows both to the literary and cinematographic fields, and lets intervene writters and filmmakers as much as theoreticians. Through crossed views between writters and filmmakers, this master thesis describes how the issues of displacement, memory, identity, territory and language are recurrent in the works of authors in exile. It also questions the place of migrant authors within national literature and cinema, their contribution to the collective imaginative world and social debates and reflections. Through her work, Mallet tells her own experience of exile, as well as she testifies of what went on after the coup of 1973, leaving evidences to counter the official version of history.

Pendant l’année scolaire 2012/13, la France et l’Allemagne célèbrent le cinquantième anniversaire du Traité de l’Elysée. Ce traité bilatéral, signé le 22 janvier 1963 par le président de la République française Charles de Gaulle et le chancelier allemand Konrad Adenauer, a scellé un partenariat d’exception entre la France et l’Allemagne dans le domaine de l’éducation. A la suite du traité, en 1969, des premiers cursus bilingues français-allemands ont été établis dans les lycées allemands et français. Les élèves allaient ainsi devoir améliorer leurs connaissances de la langue française ou allemande afin de créer une nouvelle élite franco-allemande pour une Europe commune construite comme une troisième puissance dans le contexte de la Guerre froide. L’Enseignement d’une Matière par l’Intégration d’une Langue Etrangère (= EMILE) se répandit rapidement à partir des années 1990 suite au contrat de Maastricht. Aujourd’hui, l’Enseignement d’une Discipline Non-Linguistique (= DNL) existe pour plusieurs langues et matières dans tout l’espace européen. Ce type d’enseignement est très prisé dans le cadre de la politique linguistique européenne afin de promouvoir le « plurilinguisme ». En France, les sections internationales ont été mises en place en 1981 et les sections européennes en 1992. La France et l’Allemagne ont été les premières à créer un double diplôme, « l’abibac » (en 1994), qui permet aux élèves d’intégrer les établissements d’enseignements supérieurs du partenaire plus facilement. La thèse vise à une comparaison et évaluation de la plus-value didactique de l’enseignement bilingue en Histoire en France et en Allemagne. Depuis les origines de ce type d’enseignement, les didacticiens des langues vivantes se mettent facilement d’accord pour affirmer que celui-ci contribue à développer les compétences linguistiques des élèves ; mais les historiens ont des avis divergents concernant l’acquisition des compétences liées à l’apprentissage de l’Histoire. C’est pourquoi cette thèse cherche à donner des éléments de réponse aux questions suivantes : Dans quelle mesure l’enseignement apporte-t-il une plus-value pour le savoir et les compétences historiques de l’élève ? Peut-on parler de l’acquisition d’une compétence franco-allemande ou/ et européenne ? Pour cela, l’auteure emprunte le concept allemand de la « conscience historique » (« Geschichtsbewusstsein ») comme instrument heuristique et le situe dans une perspective européenne. Ainsi, elle constate que l’enseignement bilingue permet aux jeunes de s’orienter dans des contextes européens en s’appuyant sur les savoirs et des savoir-faire historiques spécifiques acquis dans les filières à condition que cet enseignement soit basé sur une coopération étroite entre les acteurs des deux pays. L’auteure présente le développement de cette coopération dans le contexte historique et culturel du rapprochement franco-allemand et situe ainsi la problématique dans une perspective de longue durée / In 2013, France and Germany are celebrating the fiftieth anniversary of the Élysée Treaty. This bilateral treaty, signed on 22 January 1963 by the President of the French Republic Charles de Gaulle and the German Chancellor Conrad Adenauer, sealed an exceptional partnership between France and Germany in the field of education. Following the treaty in 1969, the first bilingual French-German classes were established in German and French high schools. The students had to improve their knowledge of the French or German language in order to create new elite for a common Europe built as a third power in the context of the Cold War. The concept of Content and Language Integrated Learning (= CLIL) spread rapidly from the 1990s onwards following the Maastricht contract. Today, it is highly valued in the context of European language policy in order to promote "multilingualism". In France, the international sections were set up in 1981 and the European sections in 1992. France and Germany were the first to create a double diploma, the "AbiBac", created in 1994, enables the students to pass the German and the French Secondary School examination simultaneously. The priority is to develop intercultural skills through the reciprocal knowledge of the two cultures. The thesis aims at a comparison and evaluation of the didactic added value of bilingual education in France and Germany and deals the following questions: To what extent does bilingual teaching add value to the student's historical knowledge and skills? Can we observe an acquisition of a Franco-German and/or European competence? For this, we use the German concept of "historical consciousness" ("Geschichtsbewusstsein") as a heuristic instrument and place it in a European perspective. In the first part of this thesis, we present the development of this cooperation in the historical and cultural context of the Franco-German cooperation. The second part deals with the daily teaching practice and die the cross cultural potential of history teaching as CLIL. Thus, we note that bilingual education enables young people to orient themselves in European contexts by using their specific historical knowledge and skills acquired in school, provided that the education is based on close cooperation between the actors of the two countries. The interdisciplinary and intercultural approach of this project, the association of university research and practical experience in High-schools are the keys of this thesis.

Abstract : The following dissertation provides a comparative analysis of four Québécois and Canadian literary authors—Fulvio Caccia, Ying Chen, Wayson Choy, and Lawrence Hill—and the manner in which they have responded through varied use of genre to present-day racial and ethnic discourse, as it occurs within both wider society and the Canadian and Québécois literary institutions more specifically. The dissertation begins with an introductory chapter that takes up the central concepts that inform the study, namely, those of ethnic literature, écriture migrante, race, ethnicity, hybridity, transculture, and comparative literature. The main body of the dissertation is divided into two parts, the first dealing with the francophone authors Caccia and Chen, the second with the anglophone authors Choy and Hill. In the first part, the writers are shown to employ defamiliarizing and ‘unreadable’ literary strategies drawn from the nouveau roman (or French new novel) and fantastic literary genres in an effort to resist common understandings of race and ethnicity, with the creation of a universal, deracialized literary space resulting to differing degrees in each case. In the second part, the study focuses on the use that Choy and Hill have made of more traditional and readable literary forms—realist and autobiographical in nature—in the attempt not so much to reject outright the discourse of race and ethnicity but to resignify the meaning of these latter terms in ways that allow for the production of a more open sense of identity. In this regard, by informing and historicizing certain cultural realities (here, Chinese Canadian and African Canadian respectively), Choy and Hill seek to challenge the reductive views that have in the past affected these often marginalized segments of Canadian society. Ultimately, the dissertation attempts to explore how the four authors in question participate in a shared project of sorts through their contestation of dominant racial and ethnic discourse, despite the different stylistic approaches they may take. A secondary aspect of the project addresses, through recourse to reader-response theory, some of the difficulties that may arise when a mainstream readership approaches works of ethnic literature. / Résumé : La thèse qui suit présente une analyse comparée de quatre auteurs québécois et canadiens—Fulvio Caccia, Ying Chen, Wayson Choy et Lawrence Hill—et la façon dont ils sont intervenus face au discours de la race et de l’ethnicité tel qu’il existe à ce moment dans la société et dans les institutions littéraires du Canada et du Québec—et cela à partir d’un emploi de divers genres littéraires. L’introduction de l’étude passe en revue les concepts centraux qui sous-tendent la thèse, à savoir ceux de la ‘littérature ethnique’ (ethnic literature), l’écriture migrante, la race, l’ethnicité, l’hybridité culturelle, la transculture et la littérature comparée. Le texte principal de la thèse comprend deux parties, la première portant sur les écrivains francophones Caccia et Chen, la deuxième sur les écrivains anglophones Choy et Hill. La première partie cherche à rendre compte de comment Caccia et Chen ont recours dans leurs écrits à des procédés littéraires défamiliarisants et ‘illisibles’ tirés du nouveau roman et de la littérature fantastique dans le but de subvertir les lieux communs sur la race et l’ethnicité, avec comme résultat la production d’un espace littéraire qui est à différents degrés universel et déracialisé. La deuxième partie traite de l’emploi que font Choy et Hill de styles littéraires plus traditionnels et lisibles—de nature réaliste et autobiographique—avec l’objectif non pas de rejeter tout court le discours de la race et de l’ethnicité, mais de réinscrire ces dernières notions de telle façon à rendre possible une vue de l’identité plus ouverte. À cet égard, en remettant dans leur contexte social et historique certaines réalités culturelles (ici, sino-canadienne et afro-canadienne respectivement), Choy et Hill arrivent à contester les idées réductives qui dans le passé ont été faites de ces secteurs souvent marginalisés de la société canadienne. En fin de compte, la thèse tente de mettre en lumière la manière dont les quatre auteurs en question participent en quelque sorte à un projet partagé en conséquence de leur opposition au discours dominant de la race et de l’ethnicité, bien que leurs approches stylistiques soient sensiblement différentes. En s’appuyant sur les théories de la lecture, un aspect secondaire de l’étude aborde quelques-uns des problèmes qui peuvent se produire lorsqu’un lectorat de la société majoritaire cherche à lire un texte migrant.