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Major international organizations guide the curricular orientations to be followed by European universities. The idea behind this orientation is to tackle major societal challenges by responding, among other things, to the Sustainable Development Goals (SDGs). We examine the curricula content related to the internalization of master’s degrees through the participation in European programs. We note the risks of weakening scientific references linked to the fragmented modes of calls for projects and the risks of referring to a single model, between benchmarks, exchanges of good practices, and unequal access to funding. This raises issues of reorganization of international power hierarchies through university systems and once again questions diversity and multiculturalism in curricula.

Keywords: Higher education, Enseignement supérieur, curriculum, curriculum, objectifs de développement durable, sustainable development goals, power, pouvoirs, multiculturalism, pluriculturalisme, diversity, diversité

In order to contextualize our article « Le dessin e(s)t l’œuvre : Collections dessins et œuvres plastiques de la Cinémathèque française » published in this issue, we have conducted interviews with two participants, hoping to highlight the relationship between painting and cinema. They have had an opposite background - Florence Miailhe, as a painter who became a film director of "animated painting"; Solweig von Kleist as a film director who then turned to pluridisciplinary arts and experimental animation. These dialogues are a testimony to Cinémathèque française's desire to integrate in its collection elements that are between the arts.

Keywords: painting animation, peinture animée, animation, cinéma d’animation, special collections, non-film, creative process, processus créatif, live animation performance, live animation performance, engraving on film, gravure sur pellicule

In March 2020, Quebec was struck hard by the COVID-19 pandemic. This disaster, which was to last over three years, had multiple effects, particularly in urban and regional planning. The overall objective of this article is to learn what were the perceptions and reactions of planners working within regional county municipalities (RCMs) during the COVID-19 pandemic. Beyond the general feeling of renewed interest in rural areas and outdoor activities, several negative effects have been noted such as housing crisis, reduced mobility and weakening of the commercial fabric. These impacts were perceived as significant, regardless of the location of the RCMs. Despite this, most professionals working in RCMs that participated in the study seem to consider that the planning documents in use met the territorial dimensions of the health disaster.

Keywords: Urban planning, Urbanisme, development, aménagement, MRC, MRC, COVID-19, COVID-19, Quebec, Québec

During their career, police officers have the opportunity to move into various specializations specific to the police function, including crime scene units, i.e. units bringing together specialized police officers responsible for inspecting and investigating crime scenes. This particular function requires knowledge that is distinct from more traditional police knowledges, insofar as it implies knowledge of the physicochemical principles of transfer and persistence of traces specific to forensic science. However, we still know little about how crime scene examiners acquire such knowledge, and how they value the ones they acquire through training (explicit knowledge) and practice (tacit knowledge). The present study therefore seeks to explore the processes by which Quebec crime scene examiners construct specialized knowledge relevant to crime scene inspection. The results suggest the marked predominance of experiential learning and informal professional socialization over formal learning for crime scene examiners. In this sense, such results invite further empirical investigation into the actual mechanisms of knowledge construction and their effects on the beliefs and performance of crime scene examiners.

Keywords: Crime scene investigation, Investigation de scène de crime, Socialisation professionnelle, professional socialization, Formation policière, police training, Savoirs explicites, explicit knowledge, Savoirs tacites, tacit knowledge

This article looks at the use of digital technology in schools in light of the principles of equity, diversity and inclusion (EDI). Through the implementation of educational differentiation, it examines the extent to which it is necessary to take into account the contributions and effects of digital technology in teaching. This study examines teaching practices in this area, particularly in the context of differentiating digital course materials. The literature review exposes the predominant place of diversity in education, the imperative need to take it into account, and the impact of teachers' practices in ensuring a certain degree of equity, notably through the implementation of pedagogical differentiation. Links are made with digital technology, notably by presenting some of its specific features and limitations, the inequalities it can create, which call for the use of appropriate theoretical models, and the consideration of learners' profiles. We will also examine course materials, a major vehicle for teaching, and the conditions imposed by the digital format on the development of usable and effective materials that do not introduce additional obstacles to learning. We will expose the trends in current practices at the time of the study and identify the obstacles to their further development. We will also highlight the complexity in differentiating digital course materials and the obstacles to their implementation.

Keywords: differentiated instruction, ensino diferenciado, enseñanza diferenciada, différenciation pédagogique, equidade, equity, equidad, équité, numérique, digital technology, tecnología digital, tecnologia digital, diversidade, diversity, diversidad, diversité, teachers, docentes, enseignants, professores, compétences, competencias, skills, competências

Introduction: The current biomedical vision of health is at odds with Indigenous peoples’ holistic vision of health. The differences between these visions of health create profound fears and mistrust among Indigenous people towards the healthcare system. Yet research shows that integrating traditional knowledge is promising for delivering culturally safe healthcare. Although the integration of traditional knowledge is encouraged by many healthcare stakeholders, there is little empirical research in Quebec (Canada) on how this integration takes place. Objectives: 1) Describe how traditional knowledge is integrated within the care of Indigenous people living with a health condition, 2) explore the mechanisms and contextual elements that might influence this integration, and 3) identify paths of improvement for better integration of this traditional knowledge within care. Methods: A qualitative participatory case study guided by the principles of the realist approach will be conducted in the health center of the Atikamekw community of Manawan, using a Two-Eyed Seeing approach. Talking circles, family and individual interviews will be conducted with Indigenous and non-Indigenous health professionals, traditional healers, and Indigenous people. Data will be analyzed thematically and validated by Indigenous co-investigators and collaborators. Discussion and Research Spin-offs: The results will enable a better understanding of the elements influencing the integration of traditional knowledge into care for Indigenous people. These findings are crucial for a sustainable, holistic approach to health and to improve the quality and safety of care offered to Indigenous peoples.

Keywords: traditional knowledge, savoirs traditionnels, communautés autochtones, indigenous communities, soins de santé, healthcare, holistic health, santé holistique, Two-Eyed-Seeing, approche à double perspective