Urban mobility in Montreal is the subject of political and social debate, particularly around the Pink Line metro project proposed in 2011 and popularized in 2017 by Valérie Plante. Although several studies have examined the technical and economic aspects of urban transportation projects, few have analyzed the discursive formations that underlie them. This research uses Foucauldian discourse analysis to examine how power relations shape discourses on urban mobility. The study aims to understand how discursive positions were established around this controversial urban transportation project. A qualitative analysis was conducted on a corpus of official documents, press articles, and social media communications (2011-2022). Three distinct discursive positions emerge: one favorable (governmental), one opposed (critical), and one negotiated (mediator), revealing the power dynamics in urban mobility policies. These findings contribute to a better understanding of the sociopolitical issues influencing transportation infrastructure planning in contemporary metropolises.
During my doctoral studies, I conducted an autoethnography of critical incidents I experienced as a secondary school French teacher in a high school in Quebec. Given that this sensitive field of research is difficult to access, I revisited my narratives to describe the alignment between the criteria of scientificity and the evocative qualities of embodied data. An ongoing thematic analysis of these narratives made it possible both to deepen understanding of school disorder as a sensitive professional experience and to identify the methodological conditions that confer scientific value on such reincorporated data. Among other findings, the analysis of their deployment revealed the generativity through which these data resonated within myself, my professional environment, and my academic institution.
This article examines the epistemological, methodological, and writing-related shifts that occurred during a doctoral research project on mindfulness and emergent change within a collective of artists engaged in meditation and artistic creation together. Initially framed as an organizational ethnography, the project gradually revealed the limits of a representational stance based on the assumption of a field that is external, stable, and separable from the researcher’s own experience. Drawing on relational constructionism, the article shows how this impasse led to a reconfiguration of the research process around evocative autoethnography, while the writing itself gradually shifted toward a more performative form. Through the very structure of the dissertation – narrative, poetic fragments, journal excerpts, reflexive passages, visual works, and theoretical interludes – the article argues that restitution is not a final stage of research, but participates in the production, circulation, and relational unfolding of knowledge. It therefore proposes to rethink research writing as a space of resonance, understood as a living, sensitive, and transformative relation to knowledge, to oneself, to others, and to the world.
This article explores how academic writing norms restrict the restitution of sensitive knowledge in research. Using insights from the Compo·X collective, we identify three key norms that limit scientific expression: individualism, neutrality, and linearity. These norms standardize knowledge transmission, disadvantaging atypical backgrounds and marginalized groups. Our collective's experimental approach, through experimental workshops, uncovers strategies for “writing differently”. We suggest three ways to challenge academic norms: relational, corporeal, and processual writing. These methods reconnect with the sensitive aspects of research, creating new expressive spaces in academia, and fostering micro-revolutions through writing. The article highlights the need for freedom to enable authentic, embodied writing, while questioning evaluation criteria and author hierarchy.
Pendant la pandémie de la covid-19, la population s’est tournée vers des espaces d’échanges en ligne consacrés à la santé pour chercher du soutien social. Cet article vise à comprendre comment les demandes et l’offre de soutien social se jouent à travers les courts récits qui se construisent au cours des interactions entre les membres d’un groupe Facebook brésilien pendant la pandémie. Nous appuyant sur une démarche ethnographique et sur l’approche narrative des Small Stories, nous montrons comment le soutien social opère à travers deux genres de récits : les positionnements narratifs et les histoires parallèles. Dans ces dernières, les prescriptions sont construites comme des positions morales à adopter pour la gestion de l’anxiété à la suite d’un diagnostic de covid-19. Les résultats de la recherche font émerger plusieurs réflexions sur le fonctionnement du soutien social en ligne.
