Le devenir-imperceptible de l'urbaniste : une lecture de l'éthique chez Gilles Deleuze : expérimentation sensible du pont Jacques-Cartier à Montréal.

Ce mémoire s’inscrit dans une approche émergente en urbanisme qui cherche à mettre en dialogue les théories et les pratiques de l’urbanisme et la pensée du philosophe français Gilles Deleuze. Depuis quelques années, la pensée de Gilles Deleuze (surtout ses travaux coécrits avec Félix Guattari 1972; 1980) commence à s’immiscer dans les débats contemporains en urbanisme. Les travaux de Kim Dovey (2010; 2012), Jean Hillier (2005; 2007; 2011) et Colin McFarlane (2011a; 2011b) constituent les exemples les plus achevés d’une réflexion deleuzienne sur l’urbanisme. À degrés divers, ces auteurs mobilisent surtout cette pensée pour sa capacité à appréhender la complexité, le changement et l’instabilité (assemblage thinking). Pourtant, cette mobilisation de la pensée deleuzienne en urbanisme laisse largement intouchée le projet éthique et politique au coeur de la pensée de Gilles Deleuze. Le projet qui anime ce mémoire est d’explorer ce qu’une éthique deleuzienne peut apporter aux théories et pratiques de l’urbanisme. Cette éthique implique notamment un questionnement radical du cadre étatique dans lequel l’urbanisme s’insère, ce que ce mémoire appelle le «devenir- imperceptible » de l’urbanisme. Un travail empirique, constitué de 14 récits de ville prenant pour objet le territoire du pont Jacques-Cartier à Montréal, accompagne et poursuit cette réflexion théorique. Ces différents récits révèlent le pont Jacques-Cartier comme un lieu producteur de territoires, de mémoires et d’affects. Cette démarche terrain allie certains éléments de l’assemblage thinking et une éthique professionnelle deleuzienne. Elle explore la possibilité d’un rapport réellement sensible entre le territoire, l’urbaniste et les personnes concernées par une entreprise urbanistique.

Media Studies: "Media, History and Society", and "Thinking Popular Culture".

“When cultural life is re-defined as a perpetual round of entertainments, when serious public conversation becomes a form of baby talk, when, in short, a people become an audience and their public business a vaudeville act, then a nation finds itself at risk.” (Postman) The dire tones of Postman quoted in Janet Cramer’s Media, History, Society: A Cultural History of US Media introduce one view that she canvasses, in the debate of the moment, as to where popular culture is heading in the digital age. This is canvassed, less systematically, in Thinking Popular Culture: War Terrorism and Writing by Tara Brabazon, who for example refers to concerns about a “crisis of critical language” that is bothering professionals—journalists and academics or elsewhere—and deplores the advent of the Internet, as a “flattening of expertise in digital environments”.

"I'm thinking 'bout moving in"... An examination of the issues impacting on the recruitment of secondary school graduates to the library and information profession

In recent years concern has been expressed internationally about the future of the library and information services (LIS) profession: recruitment and retention, changing skill sets and declining numbers of people choosing librarianship as a career are all factors contributing to an uncertain future. One area yet explored in any depth is the topic of why LIS studies are not perceived, let alone promoted, as a good first professional qualification for high school graduates. This paper considers the professional literature that examines the uptake of librarianship as a first qualification by school leavers and discusses, in the context of the Australian library sector, the role of professional associations, library schools, National and State Libraries, as well as individual libraries and librarians. Examples of best practice are presented to highlight the opportunities for inspiring and motivating students through well structured and stimulating work experience programs. The topic is relevant to all librarians who are interested in the future of the LIS profession. It is argued that the focus of the present conference on ‘moving up’ and ‘moving on’ can only have real significance when the profession has a more complete understanding of the barriers to and the opportunities for ‘moving in’.

Scaffolding students’ thinking in mathematical investigations

This article describes some of the issues that teachers might encounter when scaffolding students’ thinking during mathematical investigations. It describes four episodes where a teacher’s scaffolding failed to support students’ mathematical thinking and explores the reasons why the scaffolding was ineffective. Understanding what is ineffective and why is one way to improve pedagogical practice. As a background to these episodes, we first provide an overview of the mathematical investigation. Our paper concludes with some recommendations for judicious scaffolding during investigations.

Higher Order Thinking through ICT: What do middle years teachers think really matters?

The middle years of schooling has emerged as an important focus in Australian education. Student disengagement and alienation, the negative effects of non-completion of the senior years of schooling and underachievement have raised concerns about the quality of education during the middle years. For many schools, reshaping the middle years has involved incorporating Information and Communication Technologies (ICT) to motivate students. However, simultaneously there is a need to ensure that programs are academically rigorous. There is little doubt that there are potential benefits to integrating ICT into programs for middle years’ students. However, little is known about how middle years’ teachers perceive higher order thinking, which is a component of academic rigour. This paper investigates the question of What are teachers’ perceptions of higher order thinking in an ICT environment? The study is underpinned by socio-cultural theory which is based on the belief that learning occurs through social interaction and that individuals are shaped by the social and cultural tools and instruments they engage with. This investigation used a collective case study design. Two methods were used for data collection. These methods are semi-structured interviews with individual teachers and a class and a focus group discussion with teachers. Findings indicate that teachers hold various perceptions of higher order thinking that lead to productive approaches to integrating ICT in middle years’ classrooms. The paper highlights that there may be a continuum of perceptions of higher order thinking with ICT. This continuum may inform professional developers who are guiding and supporting teachers to integrate ICT into middle years’ classrooms.