Abstract This article delves into the intricate relationship between translation and censorship, unraveling the multifaceted tapestry woven by historical, societal, economic, and personal threads. Exploring the genealogy of censorship, the study identifies four distinct sources of censorial power — state and religious institutions, social structures, market forces, and individual idiosyncrasies. From the overt regulatory mechanisms of totalitarian regimes to the subtle influences of structural censorship and market-driven constraints, the article navigates the challenges posed to freedom of expression within the dynamic realm of translation. Drawing from historical examples and theoretical frameworks, the discussion highlights the impact of censorship on translators and translated works, illustrating how institutional, societal, economic, and personal forces shape communicative landscapes. By scrutinizing these diverse facets, this article offers a comprehensive understanding of the complexities surrounding translation censorship, encouraging ongoing examination of the ever-evolving forces shaping the world of translation.

This work presents a connection and an interpretation between psychotherapy and anthropology studies considering a common field in the experience of the ritual as a process of transformation and the rituality of the setting. Based on the assumption that the ritual is the set and the setting is the representation of it, in terms of creation and observation of foundation myth, we can observe the complexity inside the therapeutic relation and the function of imaginary, the matrix and myth, as well as reflect on them.

L’intervention collective, comme le pouvoir d’agir et l’empowerment, est l’une des composantes importantes en travail social. Cette pratique touche l’ensemble de l’organisation de la société et s’inscrit dans une approche globale, intégrée, territorialisée et inclusive. « L’intervention collective vise à apporter une solution collective et solidaire à un problème social ou à un besoin commun » (Lamoureux et al., 1994, p.19). Plus précisément, c’est une méthode d’intervention qui vise à s’attaquer aux problèmes sociaux dans une perspective de gouvernance démocratique et de participation citoyenne. C’est ainsi qu’en 2017 et 2018, une dizaine d’agences regroupant une cinquantaine d’intervenants, du bailleur social Lyon Métropole Habitat (LMH), ont été accompagnées par une formation en intervention collective axée sur les fondements, les pratiques et la méthodologie de l’intervention collective par un chercheur/formateur du Québec. Cet article précise à travers la formation les contenus, les modalités de mise en œuvre, l’impact sur les modes d’intervention et de gestion de LMH, la participation des habitants, les conditions de réussite et/ou les leçons pour assurer une pérennité de la formation , et enfin, les enjeux reliés à la formation et aux pratiques en travail social pour consolider l’intervention collective.

Initially launched in 2013, researchED claims to be a ‘grassroots’ organisation which disseminates the best educational research to classroom practitioners. During the last 10 years, it has played a pivotal role in cementing the ‘new science’ of educational research as the primary route to educational effectiveness. ResearchED events are popular with practitioners, enabling the organisation to be an effective element in the Conservatives’ long-running project to remake compulsory education in England along instrumentalist and technicist lines. However, recent events suggest that researched may struggle to offer solutions to the complex and interrelated problems that schools have faced since the Covid-19 pandemic. This article highlights researchED’s political significance, considers what the organisation offers today’s teachers, and suggests the moment may be ripe for universities and other organisations involved in educational research to offer teachers something better.

The 1988 Education Reform Act (ERA) changed the direction of statutory education in England by introducing a culture of competition between schools. A market in education was created that placed school against school in neighbouring communities with the aim of the ‘fittest’ ones surviving while the weaker ones failed and closed. By the end of the 20th century, the epidemic of neoliberalism served to shift all of our public services through creation of these quasi-markets towards competition. While schools led the way, other essential services we rely on such as water, energy and transport fell foul of marketisation. We all became consumers ostensibly to improve efficiency and the quality of the final ‘product’. Over recent years this approach has become discredited as transport and other services return to democratic control, whereas schools remain locked in a straitjacket of competition. During the Covid-19 pandemic of 2020, schools become much more than a competitive education service, they rapidly transformed into an essential mainstay of our communities, indeed of our society. This article will utilise the learning from research across three diverse secondary schools that provided accounts of their experiences prior, through and post pandemic. We use an understanding of their experiences to help reshape English schooling and through this argue for a repositioning of school as an essential community resource that is well placed to respond to the growing needs of communities if it is given adequate resourcing, freedom from competition and a new cooperative environment to do so.

Spoken language in schools, now often branded as oracy, is seeing something of a resurgence of interest. This is well-founded and to be welcomed. Nevertheless, the policy-level coopting of oracy, as a concept open to various interpretations, raises questions concerning the desirable degree of prescription and conformity to be promoted in pupils??? spoken language. Though often encompassing talk as pedagogy, oracy is strongly associated with developing the skills of spoken language. Such skills rest on a number of assumptions and norms around participation in talk that merit examination. This article explores common classroom orthodoxies in terms of who speaks, when they may speak and how they must speak. As a way of examining these orthodoxies, the article proposes a greater acknowledgement of orality alongside, and as a precursor to, oracy. Using an illustration from a real lesson, it argues that raising the profile of orality is a reminder of the importance of understanding and appreciating specific and diverse oral traditions before bringing to bear the generalities and possible standardisation of oracy.

Le parrain, la marraine joue un rôle spécifique car l’idée première de la conférence familiale surgit dans son esprit. L’origine et la définition du terme font l’objet d’une discussion, entre l’influence du jargon professionnel et la recherche d’une proximité avec la culture populaire. Élisabeth, cadre dans un service de protection de l’enfance partage avec le lecteur son expérience en tant que marraine des premières conférences familiales réalisées par le Département du Lot-et-Garonne, en partenariat avec l’association des Citoyens coordinateurs de conférences familiales , et son coordinateur bénévole : Francis Alföldi. Élisabeth relate sa découverte des conférences familiales, son engagement dans la formation de coordinatrice et son implication en tant que marraine dans le lancement de l’expérimentation dans le département 47. Francis retrace ensuite la démarche qu’il a initiée en 2021 en vue d’implanter la pratique des conférences familiales en territoire lot-et-garonnais, un parcours complexe, semé d’obstacles et qui finit par produire ses fruits. Élisabeth évoque l’intérêt des conférences familiales dans le cas des enfants placés, elle retrace la capacité étonnante du premier enfant qui s’est engagé dans le processus, une appropriation puissante, immédiate et persistante, depuis le début au temps de la préparation, jusqu’à la réunion de suivi en fin de processus. L’article est clôturé par un dialogue entre la marraine et le coordinateur qui fait la synthèse de ce qui s’est avéré le plus marquant pour la marraine lors de cette expérience fondatrice.