La problématique de cet ouvrage s'intéresse aux questions dialectiques qui n'ont pas fini de traverser les recherches qui traitent des dimensions interculturelles en éducation et formation, non pas seulement dans le monde scolaire mais également dans les champs du social, de la santé et de la réflexion citoyenne.

This open access wide-ranging collation of papers examines a host of issues in studying second-generation immigrants, their life courses, and their relations with older generations. Tightly focused on methodological aspects, both quantitative and qualitative, the volume features the work of authors from numerous countries, from differing disciplines, and approaches. A key addition in a corpus of literature which has until now been restricted to studying the childhood, adolescence and youth of the children of immigrants, the material includes analysis of longitudinal and transnational efforts to address challenges such as defining the population to be studied, and the difficulties of follow-up research that spans both time and geographic space. In addition to perceptive reviews of extant literature, chapters also detail work in surveying the children of immigrants in Europe, the USA, and elsewhere. Authors address key questions such as the complexities of surveying each generation in families where parents have migrated and left children in their country of origin, and the epistemological advances in methodology which now challenge assumptions based on the Westphalian nation-state paradigm. The book is in part an outgrowth of temporal factors (immigrants’ children are now reaching adulthood in more significant numbers), but also reflects the added sophistication and sensitivity of social science surveys. In linking theoretical and methodological factors, it shows just how much the study of these second generations, and their families, can be enriched by evolving methodologies.​This book is open access under a CC BY license

What happens when people communicate or dialogue with each other? This is the daunting question that this book proposes to address by starting from a controversial hypothesis: What if human interactants were not the only ones to be considered, paraphrasing Austin (1962), as “doing things with words”? That is, what if other “things” could also be granted the status of agents in a dialogical situation? Action and Agency in Dialogue: Passion, incarnation, and ventriloquism proposes to explore this unique hypothesis by mobilizing metaphorically the notion of ventriloquism. According to this ventriloqual perspective, interactions are never purely local, but dislocal, that is, they constantly mobilize figures (collectives, principles, values, emotions, etc.) that incarnate themselves in people’s discussions. This highly original book, which develops the analytical, practical and ethical dimensions of such a theoretical positioning, may be of interest to communication scholars, linguists, sociologists, conversation analysts, management and organizational scholars, as well as philosophers interested in language, action and ethics.

Authors Abbas Tashakkori and Charles Teddlie explore the most resourceful way to combine qualitative and quantitative methodologies. Researchers wanting to learn how to think about and utilize mixed methods in their studies will find this an indispensable guide for their work.

In 1971 Canada was the first nation in the world to establish an official multiculturalism policy with an objective to assist cultural groups to overcome barriers to integrate into Canadian society while maintaining their heritage language and culture. Since then Canada’s practice and policy of multiculturalism have endured and been deemed as successful by many Canadians. As well, Canada’s multiculturalism policy has also enjoyed international recognition as being pioneering and effectual. Recent public opinion suggests that an increasing majority of Canadians identify multiculturalism as one of the most important symbols of Canada’s national identity. On the other hand, this apparent successful record has not gone unchallenged. Debates, critiques, and challenges to Canadian multiculturalism by academics and politicians have always existed to some degree since its policy inception over four decades ago. In the current international context there has been a growing assault on, and subsequent retreat from, multiculturalism in many countries. In Canada debates about multiculturalism continue to emerge and percolate particularly over the past decade or so. In this context, we are grappling with the following questions: • What is the future of multiculturalism and is it sustainable in Canada? • How is multiculturalism related to egalitarianism, interculturalism, racism, national identity, belonging and loyalties? • What role does multiculturalism play for youth in terms of their identities including racialization? • How does multiculturalism play out in educational policy and the classroom in Canada? These central questions are addressed by contributions from some of Canada’s leading scholars and researchers in philosophy, psychology, sociology, history, education, religious studies, youth studies, and Canadian studies. The authors theorize and discuss the debates and critiques surrounding multiculturalism in Canada and include some very important case studies to show how multiculturalism is practiced and contested in contemporary Canadian society.