Université de Saint-Boniface

ABSTRACT In 1755–63, the British empire expelled Acadians from Nova Scotia and other regions where they lived. Ronnie-Gilles LeBlanc argues that understanding this tragic period of 1755–63 requires the consideration of the period of 1749–55 as part of the process toward the Acadian expulsion. This paper goes further back in time and argues that understanding the 1749–55 period requires the consideration of the period of 1708–48 as ideological precondition. It demonstrates that the intention of a series of officials of the British empire to remove, eliminate, and replace the Acadians in 1708–48 took the form of what Patrick Wolfe calls settler colonialism. It also shows that this project of British settler colonialism against Acadians was articulated ideologically in liberal terms and was motivated by what Dirk Moses calls the liberal permanent security of capitalist expansion. This reveals that settler colonial ideology, or discourse, and its enforcement cannot be restricted to the elimination of Indigenous groups and also needs to be understood as an anti-Acadian project of the British empire.

Dans cet article, nous explorons la pratique réflexive selon la perspective des futurs administrateurs et des directions d’établissement scolaire francophone minoritaire au Manitoba. Des récits de pratique ont pu être recueillis grâce à une méthodologie qualitative centrée sur l’entrevue individuelle semi-dirigée. Nous avons choisi de nous pencher sur les angles suivants : le questionnement, l’intervention, le lien entre la théorie et la pratique, et la tension entre la diversité et l’équité. Les résultats indiquent que les futurs administrateurs et les directions d’établissement scolaire développent des approches qui vont d’une réflexion générale sur certaines approches pédagogiques à une réflexion critique, voire autocritique, sur les pratiques engagées pour l’équité.

Le dramaturge, comédien et artiste multidisciplinaire Eric Plamondon est originaire de Saint-Boniface, où il vit présentement. Dans cette entrevue, il présente les enjeux d’un théâtre qui représente les communautés francophones tant sous leurs aspects contemporains que sous leur diversité profonde. Les points de convergences qui animent Plamondon se dessinent surtout avec les Premiers Peuples et avec les communautés de la diversité sexuelle et de genre, mais aussi avec les autres communautés présentes au sein de la francophonie et aux marges de celle-ci. Pour Plamondon, le théâtre peut être un lieu où l’on se voit, où l’on s’entend et où l’on se retrouve.

ABSTRACT 2SLGBTQI+ Canadians occupy various prejudicial cis/heteronormative systems, as illustrated by rapidly increasing homo/bi/transphobia and gender- and sexuality-based violence targeting this population. As a result, their mental wellbeing is progressively deteriorating; the identification of risk and protective factors for this population’s mental wellbeing is vital. Religiosity, although protective for other populations, may be such a risk factor for the mental wellbeing of some 2SLGBTQI+ people. This study investigated and compared how five independent dimensions of religiosity—private practice, ideology, intellect, public practice, and experience—are linked to mental wellbeing for 2SLGBTQI+ Canadians who report a religious belief. Through its cross-sectional design, this study was conducted among self-identified 2SLGBTQI+ people in Canada (N = 903) by means of an online survey from November 2022 to January 2023. The sample contained representation from every Canadian province and territory, as well as diversity in terms of sexual orientations and gender identities. The results of multiple regression analyses, which further compared participants with and without a current religious affiliation, confirmed that religiosity is a complex and multidimensional phenomenon, with dimensions independently serving as protective (i.e. experience and private practice) or as risk (i.e. ideology) factors for 2SLGBTQI+ Canadians. Implications for research and praxis are discussed.

Social justice refers to the equitable distribution of resources, opportunities, and rights in society. Social justice frameworks acknowledge that structural inequalities can hinder accessibility to education and that the use of and recourse to technology is not always ethical or equitable. As translator trainers with more than two decades of experience in higher education, we reflect on the nexus between technology, translator training, ethics, and social justice, and put forward a list of strategies with which to humanize translator training or education and professional practice. We focus on Canada and draw from both a literature review using the Translation Studies Bibliography which shows that research on the subject of translator training or education and social justice is currently underdeveloped. We also draw from two media scans (conducted from November 2022 to October 2023) on the topics of higher education, translator training, social justice, and technological disruption and related digital divides, with a specific focus on machine translation and artificial intelligence. Along with other demolinguistic data from the 2021 Canadian Census, the review and scans contextualize the list of pedagogical recommendations and strategies we propose. We adopt the position that social justice should take precedence in the way we think about translator training and develop curricula rather than allowing market forces and the tech industry to determine training priorities and objectives. Artificial intelligence and other new(er) technologies can have pedagogical merit in higher education and in translator training, but it is imperative that we consider how and when to use the tools and to focus on issues that go beyond plagiarism and student surveillance. We therefore argue in favour of human, humane, and humanising translation in and beyond Canada and this means advocating and developing pedagogical strategies and curricula that align with the ethos of social justice.

Accurate and reliable knowledge about grassland distribution is essential for farmers, stakeholders, and government to effectively manage grassland resources from agro-economical and ecological perspectives. This study developed a novel pixel-based grassland classification approach using three supervised machine learning (ML) algorithms, which were assessed in the province of Manitoba, Canada. The grassland classification process involved three stages: (1) to distinguish between vegetation and non-vegetation covers, (2) to differentiate grassland from non-grassland landscapes, and (3) to identify three specific grassland classes (tame, native, and mixed grasses). Initially, this study investigated different satellite data, such as Sentinel-1 (S1), Sentinel-2 (S2), and Landsat 8 and 9, individually and combined, using the random forest (RF) method, with the best performance at the first two steps achieved using a combination of S1 and S2. The combination was then utilized to conduct the first two steps of classification using support vector machine (SVM) and gradient tree boosting (GTB). In step 3, after filtering out non-grassland pixels, the performance of RF, SVM, and GTB classifiers was evaluated with combined S1 and S2 data to distinguish different grassland types. Eighty-nine multitemporal raster-based variables, including spectral bands, SAR backscatters, and digital elevation models (DEM), were input for ML models. RF had the highest classification accuracy at 69.96% overall accuracy (OA) and a Kappa value of 0.55. After feature selection, the variables were reduced to 61, increasing OA to 72.62% with a Kappa value of 0.58. GTB ranked second, with its OA and Kappa values improving from 67.69% and 0.50 to 72.18% and 0.58 after feature selection. The impact of raster data quality on grassland classification accuracy was assessed through multisensor image fusion. Grassland classification using the Hue, Saturation, and Value (HSV) fused images showed higher OA (59.18%) and Kappa values (0.36) than the Brovey Transform (BT) and non-fused images. Finally, a web map was created to show grassland results within the Soil Landscapes of Canada (SLC) polygons, relating soil landscapes to grassland distribution and providing valuable information for decision-makers and researchers. Future work may include extending the current methodology by considering other influential variables, like meteorological parameters or soil properties, to create a comprehensive grassland inventory across the whole Prairie ecozone of Canada.

This chapter proposes the concept of Arts-Based Multiliteracies (ABM) grounded in arts literacies (Barton, 2020), critical literacies (Kaya et al., 2022), complexity thinking (Davis & Sumara, 2006), and expanded literacies, including multiliteracies (New London Group, 1996) and multimodality (Kress, 2009). The authors argue for the importance and potentiality of ABM and provide contextual examples to illustrate ways of making and communicating meaning through multimodal ensembles with the arts and other literacies. Arts literacies are threaded with expanded literacies, critical literacies, and complexity thinking to conceptualize Arts-Based Multiliteracies. Dimensions of Arts-Based Multiliteracies are described and potentials for ABM design are discussed. The chapter concludes with the challenges and promises of Art-Based Multiliteracies and with the hope that the embodied, emotional, and relational potentials of Arts-Based Multiliteracies may provoke social change and inspire and transform teaching and learning.