This article aims to study teaching activity in a multiethnic context. Data were collected in the context of a research project in Québec about reconstruction of teachers’ stories of practice in a multiethnic environment. More specifically, the article explores the reasons that induce three teachers to make their decisions to face a problematic situation with an immigrant student, by virtue of the prescriptions and the context of their class. The results show three ways of implementing the teaching activity: complying with the prescriptions, manipulating the prescriptions and acting on the prescriptions.

Extract

Abstract

Racism, white supremacy, and power have come under intimate inquiry, and deeper perspectives are coming to the fore as we reckon with structural injustices, societally and within our professions in medicine, public health, and academia. Our respective fields can no longer deny the existence of systemic racism and how it affects the health of Indigenous, Black, and racialised diaspora communities. The very practice of medicine perpetuates colonialism and racism on multiple levels, such as erroneously including race as a risk factor for disease and the dominance of Euro-ethnocentric scientific methods in medicine. As settler women of Chinese and South Asian descent in Canada, we are trying to make sense of the societal upheavals that have shaken us while existing in the liminal professional space we occupy.

ABSTRACT

The association of ideologically motivated violence with mental health disorders raises spe-cific challenges for security agencies and clinical services. The aim of this paper is todescribe the clientele of a specialized intervention program based in Montreal, Quebec, interms of type of violent ideology and clinical presentation. We conducted a retrospectivechart review of 156 individuals referred for violent extremism who received clinical servicesbetween 2016 and 2021. Univariate statistics were used to present a description of clientsociodemographic and clinical characteristics. Roughly a third of clients referred for violentextremism presented non-ideologically based violence (32.6%), followed by 31.4% affiliatedwith far-right extremist ideology and over a quarter (25.6%) holding extremist views on gen-der. Over a third of these individuals had a stress-related (35.7%) and/or mood and anxietydisorder (36.9%), followed by 28% with an autism spectrum disorder diagnosis. The majorityhad some previous contact with mental health services. A significant number of clients dis-playing extremist discourses and/or actions needed psychiatric services but often failed toreceive them because of the reluctance of clinicians to work with individuals perceived ashigh risk; in addition, individuals may be reluctant to engage in services perceived to bepart of a socio-political system they reject. Specialized services are important as a means toprovide mental health care to this group and also to develop knowledge and best practicesfor working with this clientele and provide consultation to mainstream mental health serviceproviders.

KEYWORDS

Violent extremism; clinicalservices; mental health care;specialized intervention

Purpose

To elicit stakeholder perspectives on the findings from our scoping review on youth participation in mental health policymaking, we conducted a global consultation with young people and adults directly involved in mental health policymaking.

Method

Forty-four stakeholders from 16 countries, including 15 young people, 9 policymakers and 20 facilitators of youth participation, took part in individual interviews and/or focus groups. They were asked about how the review findings contrasted with their own experiences in mental health policymaking. The transcribed data were thematically analyzed.

Results

All participants viewed lived experience as valuable in identifying policy gaps. Youth pointed out that children and youth with disabilities, diverse sexual orientations, and/or gender identities were often excluded, and spoke about feelings of being an “accessory”, illustrating a lack of power-sharing in a tokenized policymaking process. Adult participants’ accounts highlighted the challenges inherent in policymaking such as the need for political knowledge and institutional time constraints. A range of cultural, socio-economic, and political barriers to youth participation, that were often context-specific, were identified.

Conclusions

The diverse perspectives of stakeholders extended the review results. Based on our findings, we recommend that adults and institutions: (1) recognize lived experience as expertise in shaping mental health policies; (2) include diverse groups; (3) reduce tokenistic relationships through the creation of safer spaces, adult feedback, co-production, and social accountability; and (4) adopt an intersectional approach to address cultural, socio-economic, and political barriers to participation. Methodologically, our work demonstrates why stakeholder consultations are an essential component of scoping reviews.

Introduction : Au Burkina Faso, le manque d’études sur les itinéraires thérapeutiques en santé mentale limite la compréhension des obstacles associés au recours aux soins. Comme dans plusieurs pays d’Afrique subsaharienne, cette situation se traduit par une difficulté des systèmes de santé à adapter l’offre de soins disponible à la réalité des personnes souffrant de troubles mentaux.
But de l’étude : Dans cette étude, des observations participantes ont été faites ; sept groupes de discussion et 25 entretiens individuels ont ainsi été organisés afin d’explorer les représentations sociales et l’utilisation des soins existants en santé mentale. Différents acteurs ont été interrogés : patients, soignants, accompagnants et informateurs clés.
Résultats : Une analyse thématique a révélé la présence de trois systèmes de soins dans la ville de Bobo-Dioulasso : 1) les soins psychiatriques associés à une fonction diagnostique et à la prise en charge de pathologies graves ou déclenchées par des causes « naturelles », 2) les soins traditionnels perçus comme ayant une fonction de guérison pour les pathologies « surnaturelles », mais associés à un risque d’escroquerie, et 3) les soins informels prodigués par la famille identifiés comme représentant le pilier des itinéraires thérapeutiques.
Conclusions : Cette étude révèle qu’à travers la diversité des ressources consultées, l’entourage direct représente le principal pourvoyeur de soins et que les contraintes financières constituent l’obstacle principal aux recours aux soins. Ce constat nous amène à formuler des recommandations relatives à l’élaboration d’éventuelles politiques publiques à l’échelle nationale ainsi qu’à l’organisation des services de santé dans la ville de Bobo-Dioulasso.

We sought to determine the association between SES and glycemic control in children with type 1 diabetes (T1D) followed at the Montreal Children’s Hospital (MCH), and whether insulin pump use, processes of care and depression modified the association. Using MCH’s Pediatric Diabetes Database, we conducted a retrospective cohort study of children ages 0 to 18 years diagnosed with T1D for at least a year with a visit between November 2019 and October 2020. Our outcome was mean glycated hemoglobin (HbA1c) in the following year. Our main exposure was socioeconomic status (SES; least deprived, moderately deprived, most deprived) measured by the Material and Social Deprivation Index. We used multivariable linear regression to determine the association between SES and HbA1c, adjusting for age, sex, diabetes duration, insulin pump use and processes of care. Interaction terms for insulin pump, processes of care and depression were included. A total of 306 children were identified. Children in the most deprived quintiles had higher mean HbA1c compared to those in the least deprived quintiles (p<0.01). HbA1c in the most deprived quintiles was 0.5% higher compared to the least deprived quintiles (95% confidence interval, 0.14 to 0.86). Effect modification by insulin pump, processes of care and depression was not significant. Consistent with previous findings, lower SES was associated with higher HbA1c. Our results are important for further research to understand contributing factors to these disparities.

La pandémie de maladie à coronavirus 2019 (COVID-19) a exacerbé les inégalités sociales dans les aspects ethniques, raciaux et socio-économiques, avec d’importantes conséquences nocives pour les enfants. En s’appuyant sur les leçons tirées des initiatives communautaires, le présent commentaire propose une réflexion sur les défis de l’équité, de la diversité et de l’inclusion qui sont intégrés dans les campagnes de vaccination des enfants dans un contexte d’urgence. Nous sommes d’avis que la mise en place de pratiques équitables et inclusives liées à la vaccination des enfants des communautés marginalisées est un défi à multiples facettes. Au-delà des bonnes intentions (vouloir protéger les enfants), les risques et les avantages associés à la mise en évidence de la diversité dans chaque intervention doivent être soigneusement examinés, surtout en ce qui concerne une procédure contestée ou polarisée, comme la vaccination avec un nouveau type de vaccin. Souvent, une approche unique réfute et perpétue les inégalités structurelles. Dans d’autres cas, la mise en évidence de la diversité et des inégalités peut par inadvertance accroître la stigmatisation et la discrimination, et nuire davantage ou infantiliser les collectivités ciblées. En offrant des perspectives multiples, une approche transdisciplinaire peut appuyer la prise de décision dans un contexte de crise.

Mots-clés : santé et médecine des adolescents, services de santé communautaires, santé des minorités, équité et inclusion

Keywords: Quality Lessons Learned (QLLs); Quebec; Hospitals’ Resilience; COVID-19 pandemic project

Abstract

Background

Refugees, asylum seekers, and migrants without status experience precarious living and working conditions which disproportionately expose them to COVID-19. In the two most populous Canadian provinces (Quebec and Ontario), to reduce the vulnerability factors experienced by the most marginalized migrants, the public and community sectors engage in joint coordination efforts called intersectoral collaboration. This collaboration ensures holistic care provisioning, inclusive of psychosocial support, assistance to address food security, as well as educational and employment assistance. This research project explores how community and public sectors collaborated on intersectoral initiatives during the COVID-19 pandemic to support refugees, asylum seekers, and migrants without status in cities of Montreal, Sherbrooke, and Toronto, and generates lessons for a sustainable response to the heterogeneous needs of these migrants.

Methods

This theory-informed participatory research is co-created with socio-culturally diverse research partners (refugees, asylum seekers and migrants without status, employees of community organizations, and employees of public organizations). We will utilize Mirzoev and Kane’s framework on health systems’ responsiveness to guide the 4-phases of a qualitative multiple case study (a case being an intersectoral initiative). These phases will include, 1) building an inventory of intersectoral initiatives developed during the pandemic, 2) organizing a deliberative workshop with representatives of the study population, community and public sectors respondents to select and validate the intersectoral initiatives, 3) interviews (n = 80) with community and public sector frontline workers and managers, municipal/regional/provincial policymakers and employees of philanthropic foundations 4) focus groups (n = 80) with refugees, asylum seekers, and migrants without status. Qualitative data will be analyzed using thematic analysis. The findings will be used to develop discussion forums to spur cross-learning among service providers.

Discussion

This research will highlight the experiences of community and public organizations in their ability to offer responsive services for refugees, asylum seekers, and migrants without status in the context of a pandemic. We will draw lessons learnt from the promising practices developed in the context of COVID-19, to improve services beyond times of crisis. Lastly, we will reflect upon our participatory approach – particularly in relation to the engagement of refugees and asylum seekers in the governance of our research.

Introduction

UNICEF estimates that there are as many as 100 million street-involved youth (SIY) globally. Marginalized conditions put SIY at higher risk of HIV and adverse outcomes once HIV-positive. The objective of this analysis was to describe barriers and facilitators of accessing HIV prevention, testing, and treatment services as Phase I of an implementation study evaluating the use of peer navigators to increase access to HIV services.

Methods

Semi-structured interviews, focus group discussions (FGD), and theatre testing were conducted with individuals who identify as SIY, health care providers, and community stakeholders living in Canada (Toronto, Montreal, London) and Kenya (Eldoret, Huruma, Kitale). Data were analyzed using a directed content approach, guided by the socio-ecological model (SEM).

Results

Across the six sites were 195 participants: 64 SIY, 42 healthcare providers, and 97 community-based stakeholders. Barriers were identified at the societal (e.g. intersectional stigma and discrimination), public policy (e.g., inadequate access to basic needs, legal documentation, lack of health insurance, and limited community-based funding), institutional (e.g. lack of inclusive education and training, inadequate HIV educational outreach, and restrictive service provision), interpersonal (e.g., ineffective communication from healthcare providers), and intrapersonal levels (e.g. lack of trust and associated fear, low perception for healthcare, and lack of self-esteem). These contributed to limited HIV services utilization among SIY. Conversely, numerous facilitators were also identified at the public policy (e.g. affordable HIV services and treatment), institutional (e.g. available and accessible HIV prevention tools, HIV education and awareness programs, and holistic models of care), interpersonal level (e.g., systems navigation support, peer support, and personal relationships), and intrapersonal levels (e.g. self-efficacy) as positively supporting SIY access to HIV services.

Conclusion

Intersectional stigma was a critical barrier in all sites, and policies and programs that foster welcoming environments for youth from diverse backgrounds and living circumstances may be better able to respond to the HIV service needs of this high risk population. Social support and navigation services were reported to facilitate access to HIV services in all sites.

This is the protocol for a Campbell systematic review. The main objective of this project is to gather, critically appraise, and synthesize evidence about the appropriateness and utility of tools used to assess the risk of violent radicalization.

Summary

Objectives: The aim of this issue of the journal is to study the way in which “making a family” influences access to rights and the integration of migrant families in Europe (France, Germany), North America (Quebec) and Djibouti, from Yemen, Syria, Tunisia, Mozambique or Brazil. Similarly, and reciprocally, he is interested in the impact of law on family experiences in a migratory context.

Methodology: The ethnographic observation approach, through the cross-referenced collection of life stories and the reconstruction of the life contexts of these migrants (while respecting their words and their anonymity) makes it possible to discover, sometimes in a counter-intuitive way, the effects of the policies on their lives.

Results: It often happens that within the same migrant family the legal status of its members is different, and therefore their rights to be regularised or not. As a result, these families – and more broadly, entire groups of migrants – have to carry out important work in terms of information for access to residence rights, work, access to schooling for their children, health, nationality, etc. Nothing is guaranteed a priori. Nothing is guaranteed a priori.

Conclusion: We can imagine how much migration will continue in the face of climate change and political unrest throughout history. It is likely that a policy evaluation approach, or lack thereof, by those affected, will be increasingly necessary in the future.

Contribution: This thematic issue of the journal Enfances Familles Générations highlights, from a historical and comparative approach, the impact of the legitimacy of being part of the national community to which these men and women have migrated (Destremau, 2022).

The health context surrounding the COVID-19 pandemic has led to significant individual and social upheaval, which has also affected traditional teaching methods. Art therapy training was not spared, notably at the Université du Québec en Abitibi-Témiscamingue (UQAT). UQAT adopts an experiential teaching approach that engages students in a process that promotes the optimal acquisition of the skills inherent to the ethical exercise of the profession, allowing them to take the position of art therapist, in contact with their peers, while emotionally integrating the learning achieved. As the pandemic context forced a rapid shift to distance learning, the authors wanted to put into perspective the potential effects of virtual art therapy teaching on the development of female art therapy students’ sense of self-efficacy (SSE). To do this, they base their reflection on the results of surveys conducted among students and graduates as part of the evaluation of the master’s program in art therapy. Since experiential distance learning implies limitations in terms of emotional experience and actual contact with peers, it is justified to question the effects that these changes will have on trainees’ SSE.

Abstract

Low enrolment in micro-health insurance (MHI) schemes is a recurring issue affecting the viability of such schemes. Beyond the efforts addressing low subscription and retention in these schemes, little is known on how social representations are related to micro-health insurance schemes enrolment and retention. This scoping review aimed at exploring the role of social representations in shaping enrollment and retention in MHI in sub-Saharan Africa. We reviewed qualitative, quantitative and mixed methods studies conducted between 2004 and 2019 in sub-Saharan Africa. We limited our search to peer-reviewed and grey literature in English and French reporting on social representations of MHI. We defined social representations as conventions, cultural and religious beliefs, local rules and norms, local solidarity practices, political landscape and social cohesion. We applied the framework developed by Arksey and O’Malley and modified by Levac et al. to identify and extract data from relevant studies. We extracted information from a total of 78 studies written in English (60%) and in French (40%) of which 56% were conducted in West Africa. More than half of all studies explored either cultural and religious beliefs (56%) or social conventions (55%) whereas only 37% focused on social cohesion (37%). Only six papers (8%) touched upon all six categories of social representation considered in this study whereas 25% of the papers studied more than three categories. We found that all the studied social representations influence enrollment and retention in MHI schemes. Our findings highlight the paucity of evidence on social representations in relation to MHI schemes. This initial attempt to compile evidence on social representations invites more research on the role those social representations play on the viability of MHI schemes. Our findings call for program design and implementation strategies to consider and adjust to local social representations in order to enhance scheme attractiveness.

Community accountability is a model through which to redress anti-Black racism in health care and to create community-based participatory research about the health of Black Canadians. This article provides a case example of a study undertaken by a Black community collective in Quebec made up of researchers, activists, service providers, business leaders and their allies who sought community accountability in making visible the impact of COVID-19 on local Black communities. The principles articulated within the Black emancipatory action research approach () are used to ground an analysis of our research-activist process in order to illuminate how knowledge gained through the collection of data can be used to help inform Black communities about the realities, needs and concerns of their members, to advocate for rights and entitlements, and to work towards community accountability in research that empowers Black communities, both in Quebec and elsewhere.

Cadre de la recherche : La pandémie bouleverse le quotidien des familles depuis plus d’un an. En plus des craintes et des incertitudes liées au virus de la COVID-19, la pandémie a exigé de redéfinir plusieurs routines du quotidien, dont les activités et loisirs, l’accès aux services, le travail, la scolarisation et les relations interpersonnelles. Les enfants, peu susceptibles d’avoir la COVID-19, ont néanmoins vécu les contrecoups des mesures sociosanitaires mises en place pour y faire face.

Objectifs : En se basant sur l’approche centrée sur l’enfant, cet article cherche à comprendre de quelle façon la pandémie de la COVID-19 et les mesures sociosanitaires qui en ont découlées ont bouleversé la vie des familles, principalement la relation grands-parents/petits-enfants.

Méthodologie : Cette étude utilise un devis qualitatif longitudinal en trois temps de mesure en fonction des différents moments clés de la pandémie. Au total, 154 enfants et adolescents ont été rencontrés à trois reprises dans le cadre d’entrevues semi-dirigées via Zoom.

Résultats : Les résultats mettent en lumière les façons dont les petits-enfants et les grands-parents ont su s’adapter pour maintenir leur relation pendant la pandémie. Cette étude nous permet de constater que les petits-enfants s’inquiètent de la santé de leurs grands-parents, mais qu’ils souhaitent quand même avoir des contacts en personne avec eux, malgré les risques.

Conclusions : La relation entre les petits-enfants et leurs grands-parents est une relation affective et durable qui perdure et s’adapte en temps de crise.

Contribution : Cet article rend compte de l’importance des grands-parents dans la vie de leurs petits-enfants, et ce particulièrement en temps de crise. Il permet aussi de mieux comprendre comment les familles ont su s’adapter pendant la pandémie.

Plusieurs systèmes éducatifs dans le monde, comme c’est le cas au Québec, tendent vers l’adoption de politiques d’éducation inclusive qui visent à répondre de façon équitable aux besoins de tous les élèves. Alors que le paradigme d’éducation inclusive concernait initialement les élèves qui présentaient des handicaps, il englobe maintenant d’autres sous-groupes d’élèves, dont les élèves minorisés sur les plans de la diversité ethnoculturelle, religieuse et linguistique. Cet article propose une lecture critique de l’évolution du paradigme de l’éducation inclusive et du concept d’intégration dans deux domaines éducatifs au Québec : celui de l’adaptation scolaire et celui qui concerne la diversité ethnoculturelle, religieuse et linguistique (ERL). L’exploration du chemin parcouru dans les deux domaines éducatifs illustre l’ancrage de l’évolution des concepts dans les débats sociaux, qui eux-mêmes s’articulent selon des courants politiques, des sensibilités particulières de la société, et qui se réflètent dans les pratiques des milieux scolaires. La conclusion invite le milieu de la recherche et les autorités éducatives à contribuer à la clarification des concepts et des paradigmes, en leur rappelant que ces derniers peuvent enfermer les individus et les groupes dans des rapports sociaux parfois teintés de dynamique de domination.

Cette table ronde se penche sur le phénomène du transnationalisme, qui a fait l’objet d’un intérêt important depuis les années  1990 dans diverses disciplines des sciences sociales (Glick Schiller, Basch et Blanc-Szanton, 1992; Green, 2019; Portes, Guarnizo et Landolt, 1999;  Khagram et Levitt, 2008; Mohanty, 2003; Moosa-Mitha et Ross-Sheriff, 2010; Vertovec, 2009). Bien qu’il ne constitue plus une nouveauté, le champ des études transnationales est en évolution constante, ce qui nécessite que l’on continue à s’y intéresser et que l’on tente d’en saisir les contours fluides et changeants. De plus, il appert que les connaissances qui ont été produites en abondance depuis les années 1990 ont été moins mobilisées en travail social (Furman, Negi et Salvador, 2010), et ce, même si les travailleuses sociales partout sur la planète sont de plus en plus confrontées aux réalités de la globalisation et du transnationalisme au quotidien (Moosa-Mitha et Ross-Sheriff, 2010; Vatz Laaroussi et Bolzman, 2010). À noter que le Québec s’avère néanmoins plutôt bien représenté au sein des travaux sur les réseaux transnationaux mobilisés par les personnes immigrantes et réfugiées (Arsenault, 2010; Blain, Rodriguez del Barrio, Caron et al., 2019, 2022; Montgomery, Le Gall et Stoetzel, 2010; Rachédi, Le Gall et Leduc, 2010; Vatz Laaroussi et Bolzman, 2010) ainsi que les militants et militantes œuvrant au sein de réseaux de solidarité transnationaux (Kouri-Towe, 2015; Mahrouse, 2014). Toutefois, s’intéresser aux impacts de ces réalités sur le travail social serait incomplet sans une prise en compte des héritages coloniaux qui existent souvent dans l’ombre du transnationalisme, alors que la globalisation a réellement débuté à l’époque des empires européens à travers les voyages impériaux et l’occupation des territoires par les colons européens dans les Amériques, en Afrique et en Asie (Caron et Lee, 2019; Lee et Ferrer, 2014). Cette articulation critique des approches transnationales et décoloniales au sein des pratiques des panélistes qui la composent est d’ailleurs au cœur de la posture de plusieurs des autrices et auteurs de cette table ronde.

During the pandemic, we undertook, with the authors of this proposal, preliminary research on racism against Asian descendants of migrants (ADMs). Via social media, we contacted a group that mobilized during this period of heightened anti-Asian racism, as the first signs of COVID-19 were identified in China. For this preliminary research, we carried out consultations with women of Asian descent (ADMs) in Quebec. Based on the results, and drawing on previous research on the colonial heritage of Vietnamese ADMs, we will propose a reflection on the effects of racism that existed long before the pandemic, as well as on the self-construction of Asian descendants of migrants in Quebec with a view to decolonizing knowledge on interculturality in social work.

Au Québec, comme ailleurs dans le monde, les décideurs et les formateurs élaborent des encadrements et des programmes de formation et formalisent des compétences qui servent de balises aux établissements d’enseignement pour mettre en œuvre une éducation interculturelle et inclusive (Ministère de l’Éducation du Québec, 1998, 2008; Potvin et al., 2015; UNESCO, 2009). Ces prescriptions orientent et organisent le travail des acteurs scolaires vers des buts et des objectifs précis. Bien que ce travail comprenne une partie normative et commune à tous (Tardif et Lessard, 1999), il implique aussi une manière de faire singulière (Altet, 2002). En effet, le praticien, entre les prescriptions à soutenir et la complexité du contexte à prendre en compte, doit poser des jugements éclairés qui, dans leur souci de cohérence et de justesse par rapport à la situation, témoigneront d’un certain savoir-agir professionnel (Schön, 1983; 1987). Les cinq textes de ce numéro thématique s’intéressent aux pratiques mises en œuvre par des acteurs scolaires en contexte de diversité ethnoculturelle dans deux contextes nationaux : le Québec et la Suisse. Les deux premiers textes découlent du même projet de recherche qui documente, par la reconstruction de récits de pratique, l’intervention pédagogique en contexte de diversité ethnoculturelle, mais abordent les données sous un angle différent. Le texte de Audet, Gosselin-Gagné et Koubeissy, intitulé Une compétence interculturelle et inclusive «en acte» : analyse de récits de pratique d’enseignant.e.s à propos de l’intervention en contexte de diversité ethnoculturelle, propose une analyse de 11 récits de pratique puis la discute à la lumière des prescriptions à cet égard, tout en soulignant la manière dont les pratiques des enseignants témoignent d’un savoiragir professionnel. Rola Koubeissy Université de Montréal (Canada) Geneviève Audet Université du Québec à Montréal (Canada) Introduction au dossier Travailler en contexte scolaire marqué par la diversité ethnoculturelle : des prescriptions au savoir-agir doi: 10.18162/fp.2022.776 ©Auteure. Cette œuvre, disponible à http://dx.doi.org/10.18162/fp.2022.776, est distribuée sous licence Creative Commons Attribution 4.0 International http://creativecommons.org/licences/by/4.0/deed.fr ISSN 2368-9226 2 • Formation et profession 30(1), 2022 Le deuxième texte de Koubeissy et Audet, Gérer les contraintes dans une classe multiethnique : l’angle de l’activité enseignante, se base sur le cadre d’analyse du travail enseignant. À partir d’une sélection de trois récits de pratique, l’article explore les raisons qui poussent les enseignants à prendre des décisions à la lumière des prescriptions et du contexte de leur classe. Dans leur article intitulé Ajoutée, intégrée ou empêchée : quelle place pour la prise en compte de la diversité culturelle en classe ?, Rhadouane et Akkari nous convient à découvrir le contexte suisse. Pour ce faire, ils s’appuient sur des données recueillies auprès de quatorze enseignantes pour analyser les pratiques mises en œuvre dans les classes afin de répondre à l’impératif de prise en compte de la diversité ethnoculturelle. Les deux autres textes nous ramènent au Québec. Dans leur article, intitulé Les conseillers et conseillères d’orientation en contexte scolaire pluriethnique dans le Montréal métropolitain: pratiques et défis déclarés, Bissonnette, Martiny et Provencher analysent les propos recueillis auprès de douze d’entre eux afin de brosser le portrait de leurs pratiques interculturelles et des défis qu’ils rencontrent dans l’exercice de leur rôle. Finalement, dans l’article intitulé Récits de pratiques de directions d’établissement d’enseignement au Québec : illustration d’une compétence pour l’équité, l’inclusion et la justice sociale, Larochelle-Audet, Magnan, Doré et St-Vincent présentent une boite à outils pour illustrer, par des récits de pratique, un modèle de compétence pour l’équité, l’inclusion et la justice sociale.

Abstract

Abstract

Drawing on fieldwork conducted among converts to Islam (France and Quebec), this article focuses on women who are in unions with partners of Muslim background. As these women commit to make a union based on shared religious identity, they face the double challenge of learning to be a Muslim and of transmitting identity to the children. Addressing these issues opens a space of ongoing negotiations within the couple (sometimes involving the in-laws) over the definition of the ‘authentic’ Islam, and the articulation between religion and ethnicity. These conjugal debates create new areas of mixedness through women’s own identification processes as Muslim and French or Quebecois. This negotiation is framed by the social and cultural capital each partner is granted in their specific context of living, including experiences of having minority status, as well as by the specific representations each partner draws on the ethnicity and space of origin of the other. Keywords conversion, identification, Islam, mixed unions, representation, transmission

Purpose: The COVID-19 pandemic may increase risk of intimate partner and sexual violence and make relevant services less accessible. This study explored the perspectives of intimate partner and sexual violence workers across Canada on how the COVID-19 pandemic has affected the survivors with whom they work.

Methods: Using a qualitative descriptive design, we interviewed 17 management and frontline staff of organizations supporting survivors of intimate partner and sexual violence across Canada. Results: We identified 4 themes that describe the impacts of COVID-19 on IPV and SV survivors, from the perspective of service providers: 1) No escape; 2) Isolation; 3) Tough decisions; and 4) Heightened vulnerability. These narrative findings are presented first, followed by an analysis within a social determinants of health framework. Interpreting our findings against such a framework revealed a complex interplay of social determinants, notably social support, access to services, and poverty, that produced several challenges for IPV and SV survivors during COVID-19

Conclusion:  According to service providers, IPV and SV survivors in Canada faced several challenges during the pandemic, including reduced ability to escape their situations, increased isolation, increasingly complex decisions, and heightened vulnerability. Our findings demonstrate the critical need to adopt a broader, more holistic approach in tackling IPV and SV by also addressing socioeconomic issues such as poverty and marginalization. 

Inadequate pregnancy monitoring for pregnant migrant women without medical insurance (PMWMI) exposes them to severe complications during childbirth and consequences for the health of their child (e.g. preterm delivery, low birth weight, etc.). This scoping review aims to identify existing interventions globally to improve access to perinatal care for PMWMI. It will also highlight the strengths, weaknesses as well as the costs of these interventions.

The aim of this article is to shed light on the levers and obstacles of the co-creation process encountered during the first steps of the implementation of a demonstration project in youth mental health in Quebec, in the context of an expansion of youth integrated service networks. Using a qualitative approach, the role of the various stakeholders involved (community partners, service providers, youths) is described in such a way as to highlight the co-creation issues the actors were confronted with between the design and implementation phases. We report on a formative and developmental evaluation, which is still ongoing. In this sense, this article seeks to clarify the lessons learned on the process of co-creation of public action.

This paper contributes to the growing body of work on precarious labor, immigration, and social gerontology by examining the racialization of precarious employment across the life course. In particular, the authors examine the impact of precarious employment and discrimination among racialized older immigrants in Canada. Racialized older immigrants are more likely to be disadvantaged by the effects of lifelong intersections of economic and social discrimination rooted in racialization, gender, ageism, and socio-economic status. Drawing from a narrative-photovoice project that focused on the life stories of older immigrants living in Quebec and British Columbia, this paper presents the in-depth stories and photographs of four participants to highlight how intersections of race, gender, age, immigration status, and ability shape and structure experiences of aging, labor market participation and caregiving relationships.

Social workers play a vital role in helping service users navigate structural barriers and oppressions. Anti-racist social work education trains future social workers to apply critical thinking to the ways in which societal practices of racist exclusion and domination threaten the integrity of racialized individuals and communities. However, inclusion of anti-racist curricula in Schools of Social Work (SSWs) is largely dependent on each individual institution and their course offerings. This study explored the extent to which anti-racist practice is included across social work programs in Quebec through conducting a review of required undergraduate courses. Our results reveal that, among the nine universities that offer Bachelor of Social Work programs across Quebec, only one SSW offered a course that explicitly addressed race. Five out of the nine SSWs include a mandatory course with implicit mention of race under broader terms such as “anti-oppression,” “inequality,” or “intercultural practice.” These findings raise important considerations for social work education in Quebec and the development of anti-racist practitioners across the profession.

Purpose

Social adversity experiences have increased during the pandemic and are potential risk factors for both depression and support for violent radicalization (VR). However, the cumulative and independent effects of various social adversity experiences on support for VR have yet to be explored. This paper examines the cumulative and independent effects of COVID- and non-COVID-related discrimination, exposure to violence, traditional and cyberbullying victimization on support for VR. In addition, we investigate whether depression mediates the relationship between these forms of social adversity and support for VR.

Methods

A total of 6003 young adults (M_age = 27, SD_age = 4.40, range 18–35) living in metropolitan areas in Canada responded to an online survey. We used multivariable regression models, controlling for socio-demographic characteristics, to infer covariate adjusted associations between social adversity measures and support for VR. Additionally, we conducted a formal mediation analysis to estimate the proportion mediated by depression.

Results

There was a cumulative relationship between experiences of social adversity and support for VR (β = 1.52; 95% CI: 1.32, 1.72). COVID-related discrimination and cyberbullying victimization were independently associated with stronger support for VR. Depression partially mediated the effect of cumulative social adversity, COVID-related discrimination and cyberbullying on support for VR.

Conclusion

Prevention programs during the present pandemic should prioritize decreasing discrimination and providing psychosocial support to depressed young adults who experience social adversity. Practitioners should prioritize developing programs that foster digital literacy skills and critical thinking among young adults to address the concerning impact of cyberbullying on support for VR.