Résumés
Abstract
This article examines a case of what we term a contested minoritized commemoration involving the vandalization of multiple bilingual (French-English) stop signs in the Mission District of Calgary (Alberta). We argue that these bilingual stop signs are minoritized commemorations and the vandalization of the French portion of these signs reflects a form of contestation. Drawing on hermeneutic and métissage methodologies, we weave together autobiographical texts stemming from how we individually related to and made sense of this act of anti-Francophone vandalism. Through interpreting our textual braids in relation to one another, we show how such an approach offers relational possibilities for engaging the educational challenges accompanying contested minoritized commemorations.
Keywords:
- contested commemorations,
- métissage,
- bilingual stop signs,
- Francophone minorities
Résumé
Cet article examine le cas de ce que nous appelons une commémoration minorisée et contestée, impliquant le vandalisme de plusieurs panneaux d’arrêt bilingues (français-anglais) dans le quartier Mission de Calgary (Alberta). Nous soutenons que ces panneaux bilingues sont des commémorations minorisées et que le vandalisme de leur partie française reflète une forme de contestation. En nous appuyant sur les méthodologies de l’herméneutique et du métissage, nous tissons ensemble nos textes autobiographiques qui reflètent notre positionnalité par rapport à cet acte de vandalisme anti-francophone et le sens que nous lui avons donné. À travers le métissage de nos textes, nous modélisons une approche relationnelle pour aborder les défis éducatifs liés aux commémorations minorisées et contestées.
Mots-clés :
- commémorations contestées,
- métissage,
- francophones minoritaires,
- panneaux d’arrêt bilingues (français-anglais)
Parties annexes
Bibliography
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