Perfectio - Cocreation (Fall 2022)

votre référence en formation des adultes

COCREATION

Table of contents

INTRODUCTION

Outreach:

COFA's Online Forum

COMMUNITIES OF PRACTICE / DEDICATED SPACES FOR

COMMUNITY PARTNERSHIPS

IN CHIEF:

Lopez

LEARNING

Collaboration

Collaborative

Maison de la francophonie d’Ottawa:

Community Hub

de la francophonie d’Ottawa: "Nothing for them without them"

with the citizen's voice in a community

the successes and challenges of putting

justice into practice

Bélisle's

a Successful

ruchée: an Innovative Project to Develop and Strengthen the Teaching of the Arts in French

of learning to co-construct

world: A Win-Win solution!

Buenerd

DESIGNER:

Carrière

A word from the editor in chief

In this Fall issue, we have chosen to talk about collaborations and cocreation, echoing last Spring’s Forum, which gave us a few months to continue and deepen our reflection. And, since we are talking about collaborations, we invited Specialists in Collaborative Approaches: Jonathan Durand Folco, Professor at the Élisabeth-Bruyère School of Social Innovation at Saint Paul University in Ottawa, and Amélie Neault, Coordinator of the Mauril-Bélanger Social Innovation Workshop, also at Saint Paul University in Ottawa. We have been reflecting together on ways to present the different facets of Collaborative Approaches. The title of this issue is Cocreation because it is the most advanced and broadest expression of collaboration.

The title of this issue is Cocreation because it is the most advanced and broadest expression of collaboration.

You will see that some of the articles in this issue were written by doctoral students and researchers. We thought that while it might be an effort to read them, because of their language level and academic perspective, the ideas and practices described could certainly inform one’s thinking and practice. They show that it is not only possible, but desirable to bring the researchers closer to the field and to make the subject of research an integral part of the knowledge building and actions to be implemented.

We also present several examples of Collaborative Approaches applied to various projects: practised with open-mindedness, authenticity and commitment, they bring equity, solidarity and sustainable solutions. These approaches, which are of variable geometry, allow you to broaden your knowledge, diversify your expertise, share your knowledge, and develop content and ways of doing things that meet the needs of your learners, whether they are collaborations with partners in your communities, between practitioners or with your learners. When learners participate in the cocreation of content, their experiences are valued and the content better corresponds to their realities and better meets their needs.

Many thanks to Amélie Neault and Jonathan Durand Folco. We are pleased with this new collaboration and we hope that the quality of the reflections and ideas contained in this new issue will contribute to enriching your practices.

Collaborative Outreach: A REVIEW OF COFA’S ONLINE FORUM

In May 2022, COFA held its Annual Online Forum, themed “Learning Through Collaboration”. After two years of working at home and meeting online, this Forum wanted to explore a more dynamic online forum format, with more interactions and participation, with a facilitation team motivated to make this online participatory outreach experience as interesting as in-person. It offered learning opportunities for all: guests, trainers and managers, and exercises aimed at developing everyone’s “agility”, the ability to adapt, bounce back, without losing sight of the human element in the process.

THE THEME CHOSEN, “LEARNING THROUGH COLLABORATION,” HAD THREE OBJECTIVES:

TO MAKE PARTICIPANTS AWARE OF THE BENEFITS OF COLLABORATIVE OUTREACH;

EQUIP THEM TO PUT IN PLACE FACILITATING CONDITIONS FOR COLLABORATIVE

IN THEIR ORGANIZATIONS;

The Forum took place over three half days, with varying numbers of participants present each day.

Over the course of three half-days, the COFA offered a multi tude of online meeting formats and activities to break up the monotony of the typical Zoom meeting and inspire everyone to come up with new ways to facilitate their online work sessions and motivate their participants.

Finally, if the experience was fairly destabilizing for some, it opened many doors to more active and engaging collabora tions, collaborations that lead to the ownership of issues and results produced.

PROVIDE

“I discovered that there is a real willingness to share expertise within our network, to share a common reflection rather than thinking in one’s corner”, comments Gabrielle Lopez, Director of the COFA.

WILLINGNESS AND CONSENSUSADAPTABILITY

DEDICATED TO THE TASK

ACTIVE PARTICIPATION OPENNESS AND EXCHANGE

STAYING POSITIVE

CREATIVITY

DECISION-MAKING PROACTIVE GOOD LEADERSHIP

ACTIVE LISTENING

The four-person facilitation team presented interactive tools, such as Jamboard1, different workshops to understand different participation contexts and to put participants in learning mode.

For example, one of the exercises asked certain people to play a role or adopt a particular attitude: very negative for example, or not very consensual, or on the contrary, very unifying. This allowed the groups to work on the dynamics and to identify solutions in response to unproductive meetings with personalities that are not always compatible.

MOTIVATION RESPECT METHODICAL INCLUSIVENESS HUMOUR

The heterogeneous mix of practitioners, managers, and guests from outside the network created some discomfort. Gabrielle Lopez reminds us that collaboration is not a skill, but rather a state of mind, or a culture, and that it can take time to embed in practices. What people may perceive as a challenge is often just a learning curve. “For a culture to take hold, she says, you have to nurture it and give it time to grow.”

For her, this Forum was the perfect prelude to working in a collaborative mode within the network. She has been considering for several years the idea of making the COFA a Learning Network. In 2021, a first collective and collaborative work allowed the members of the network to create a certain number of “milestone tasks” to help all the practitioners to validate the learning paths. This year, work began in committees on the

financing of training centres and Gabrielle Lopez wishes to increase the number of collaborative outreach and projects within the network: the “Skills Repository” project2 , which began a few months ago, is one example.

It will help define the roles, tasks and skill levels assigned to managers and practitioners. The project grew out of the needs of a potential COFA partner who wanted to develop a training program for adult education practitioners and wanted to use a repository to ensure its relevance.

This initial request prompted the COFA to work on this reference framework within its network, with its members. For Gabrielle Lopez, this definition exercise will also allow for a better stan dardization of practices and, in the long run, a more profes sional network.

What she took away from this Forum was that collaborative methods can take many different forms, and that collective learning is as strong and often more lasting than individual learning. The last half-day focused on the quest for better col laborations within the network: how to better leverage different expertise by creating, for example, communities of practice, which can also offer support. She hopes that in the long run, the network will become a Learning Network, agile, with a true learning organization posture, a true flexibility that will allow it to respond to changes quickly.

She herself sees all the benefits of this posture: “I like that I don’t have to think and find solutions in my corner to the issues that our network is experiencing. I want all the Centres to participate so that their ideas and needs can be brought to the forefront and our solutions can be adapted and relevant to them. That’s also COFA’s job. By collaborating, by making everyone in our Centres think, we give everyone a chance to take ownership of the issues and solutions. It makes the net work stronger.”

1 Jamboard is an interactive whiteboard (a Google tool) dedicated to team collaboration.

2 A repository is a framework or reference system that details the skills needed to competently practise a trade or hold a job.

Collaboration is not a skill, but rather a state of mind, or a culture, and [...] it can take time to embed in practices.

THE SOCIAL INNOVATION WORKSHOP: A Platform for Collaboration

When it comes to “collaborations” between academic world and the community, discussions are often vague and general: the importance of “decompartmentalizing knowledge”, of encouraging the sharing of experiences, of mutual support and assistance in order to promote the emergence of solutions to the complex problems of the present time. However, we often lack the resources and means to make this ideal a reality. How can we really facilitate collaborations between people from the academic world, community-based, businesses, and Francophone, Anglophone, Indigenous and immigrant communities?

A start to the answer can be found at The Mauril-Bélanger Social Innovation Workshop (The Atelier), a unique space in Ottawa. The Workshop opened in April 2018 in a 5,500 square-foot space within Saint Paul University. It is a bilingual and inclusive space focused on collaboration, knowledge sharing and sup porting social innovations, i.e. projects that aim to have a pos itive impact on the community. This non-profit organization (NPO) was founded by professors from the Élisabeth-Bruyère School of Social Innovation, Saint Paul University, with the goal of fostering exchanges between the academic world, social organizations in the Ottawa-Gatineau region, and the emer gence of projects at the crossroads of multiple influences.

The members of The Atelier are actors in the field of social innovation and come from a variety of communities: student, research, entrepreneurial, practitioner, citizen, committed and local. With its partners, The Atelier offers training, coaching, visibility and funding opportunities for individuals and groups who are inventing models of organization, social practices and commitment that allow for the fight against social inequalities and various forms of oppression. How do the collaborations in this space unfold in concrete terms?

HERE ARE THREE EXAMPLES THAT COULD INSPIRE OTHER INITIATIVES:

FIRST,

it is possible to set up “communities of practice”, which are groups of people who “share a concern or passion for something they do and learn to do it bet ter by interacting regularly”1. In response to the COVID-19 pandemic, some profes sional facilitators, who work mostly in dependently, needed to find a common space to gather and share. They wanted to be able to discuss their practice, talk about the challenges of group facilita tion and share resources. This led to the creation of the “Facilitation Hub”, a meeting place focused on the issues faced by practitioners in this field. Until now, the facilitation hub has been used to bring together people interested in power relationships within groups and organizations. Power relationships are omnipresent, whether in the way we communicate with each other or in our decision making. The hub has offered doz ens of online facilitation trainings since 2020, with a flexible fee structure that promotes accessibility. The Community of Practice is taking shape as a second phase of development for this hub, to create more sustainable collaborations that go beyond this service offering.

SECOND,

collaborations can be stimulated through networking events. For example, each year, The Atelier organizes a Social Innovation Fair, a “ hub “ or space for exchange, between several actors and organizations in the Ottawa/Gatineau region. With its numerous rooms, its open and flexible coworking space, its lounge and its kitchen, it can host dozens of or ganizations, information booths, activities and conferences to facilitate contacts between people from different back grounds and with potentially common interests. During its second edition on September 26, 2022, more than forty Francophone, Anglophone, Indigenous and migrant related organizations were invited to present their initiatives, ap proaches and activities. A mix of com munity groups, advocacy organizations, social and solidarity economy enterpris es, as well as curious citizens participated in the event, in which many future col laborations could eventually flourish. These moments of sharing, exchange and networking represent real springboards or catalysts for change, to increase the visibility of local initiatives, generate opportunities (for jobs, internships and partnerships), and even more sustainable coalitions between several organizations.

THIRDLY,

it is possible to stimulate collaborations between the university and the community by supporting projects developed by students of the School of Social Innovation. Since 2020, the Desjardins bursary (worth $10,000) has helped propel various initiatives to address different social needs and issues in the region. One of these projects, the Habitations Partagées Mirela2 , is an alternative model of affordable housing that pairs two or more people with com plementary affinities and needs - one who can benefit from a presence and support, and the other from affordable housing. This new organization facili tates the implementation of intergener ational habitats with a platform bringing together young and old people, thus making it possible to respond simultane ously to several issues related to social isolation, aging, the housing crisis, etc. Other collective projects hosted by the Social Innovation Workshop, such as an intergenerational centre, a self-managed health cooperative, a community garden linked to a high school, a platform facil itating the economic insertion of new immigrants, are different examples of ini tiatives based on collaborations that aim to have a positive impact on the world3

In conclusion, although collaborations represent the heart of the Workshop, they do not arise spontaneously. It takes a lot of thinking, planning, mobilizing, canvassing, following up and applying for grants to make these activities and events happen. Collaboration is real “work”, a constant effort, requiring a lot of resources in terms of time, money and energy. Fortunately, by pooling each person’s ideas, knowledge, and skills, the effort required to bring about more sustainable projects and partner ships can be reduced. Breaking out of the “ivory tower” of the university or “silo work” within organizations is not easy. But this is made possible by collaborative spaces like The Atelier that facilitate creative exchanges. Other such spaces are al ready flourishing in different communities, cities and towns across Canada, and it is essential to encourage them so that the collaboration yields results!

Breaking out of the “ivory tower” of the university or “silo work” within organizations is not easy. But this is made possible by collaborative spaces like The Atelier that facilitate creative exchanges.

COMMUNITIES OF PRACTICE: Co-learning to transform models

Illustrations: Projet Collectif, Isadora Lima

The importance of lifelong learning is well recognized. Faced with the transformations of the professional world and the complexity of social issues, acquiring new knowledge, refining one's critical mind and developing the capacity for individual and collective action are becoming essential. While formal training is integrated into organizations' skills development plans and budgets, other forms of learning have proven successful, such as professional co-development, mentoring and coaching.

The community of practice (CoP) is also a potentially rich ap proach. It is based on peer learning and is rooted in practice. It allows for the sharing of both explicit and tacit knowledge, the co-construction of new knowledge and the development of a group's creative potential, based on spaces for collabora tion and mutual support. As soon as we collaborate, we learn from each other. However, making these processes visible and

better understood makes them more accessible and functional, argued Etienne Wenger when he theorized about CoPs in the early 1990s1. The most common way to define a CoP is the one proposed by Wenger, McDermott & Snyder, in 20022: "a group of people with a common area of expertise or professional practice who meet to exchange, share, and learn from each other, either face-to-face or virtually".

1 Wenger, E. (2005). La théorie des communautés de pratique. Apprentissage, sens et identité. Presses de l'Université Laval.

2 Wenger, E., McDermott, R. et Snyder, W. M. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge - Seven Principles for Cultivating Communities of Practice. Harvard Business School Working Knowledge.

SUCCESS FACTORS

While research on CoPs confirms their great learning potential, it also highlights the difficulty of imple menting them. Designing, deploying, activating and evolving CoPs takes time and energy. A review of the literature on the subject identified 17 factors for success3, including:

• quality of design;

• mutual commitment;

• relevance of the mandate;

• favourable context;

• autonomy of the group;

• time available;

• adequate support;

• appropriate digital tools;

• common language;

• appropriate pace;

• diversity of levels of participation;

• climate of trust;

• open-mindedness;

• cooperation among the CoPs;

• ability to evolve the process;

• concrete results and recognition.

The people responsible for the facilitation can plan activities, offer support, stimulate participation, increase trust between members, work on the group's identity or contribute to the organization of content. All of these actions are necessary for the community to function well.

DIFFERENT PERSPECTIVES AND CONTEXTS: BENEFITS AND CHALLENGES

CoPs have mostly been studied in an organizational context, especially within private companies, when the group is relatively homogeneous. They are part of a strategy for developing skills, but also for managing knowledge and internal expertise, seen here as a competitive advantage that must be systematized and maintained. A CoP is also a strategy for collaboration and knowledge transfer used in a variety of contexts, such as health, edu cation and community settings. This means that members are more likely to come from a variety of organizations and occupy different positions. This variety of backgrounds and perspectives is likely to enrich processes, stimulate innovation, and increase opportunities for intersections between CoPs, but it also poses additional challenges for mobilization and facilitation.

Although there is no infallible recipe or unanimity on the factors for success, one factor is systematically mentioned: the importance of sustained facilitation.

LEARNING FROM PASSERELLES

The experience of Passerelles, which has been taking place in Quebec since 2018, has made it possible to study the opera tions of 120 CoPs in the field of social innovation. Passerelles is both a collaborative digital platform and a support approach to animation, initially supported by Territoires innovants en économie sociale et solidaire. Many of these CoPs have experi enced difficulties in deployment or maintenance over time. An analysis conducted as part of the Passerelles evaluation and a Master's thesis validated the importance of the success factors listed above and identified some findings, three of which are presented in this article.

USE ADAPTED DIGITAL TOOLS

First, the process confirms the importance of using digital tools adapted to the needs of CoPs. Many groups tend to use social networks or commercial software that are accessible and already integrated into members' habits. However, these tools raise ethical concerns, they sometimes blur the boundary between private and professional life, and they do not allow for the creation of a collective memory for the group, which is essential for its progress. Some tools are expensive and devel oping a custom platform represents many challenges, in addi tion to limiting the possibilities of collaboration between CoPs.

SET ASIDE TIME FOR THE COP

While the digital environment is important, it is not a deter mining factor in the success of the CoP. The most frequently mentioned barrier is the lack of time, either for participation or for facilitation. However, we have found that the lack of time is usually the result of a lack of recognition of the role of CoPs in learning. In order for people to be involved and for resources to be available, these approaches must be visible and seen as strategic by organizations and funders, which is rarely the case. First, the process confirms the importance of using digital tools adapted to the needs of CoPs. Many groups tend to use social networks or commercial software that are accessible and already integrated into members' habits. The diverse compo sition of the CoPs brings additional challenges, as it requires coordination between organizations with mandates and timing that are not always compatible. Silos, inter-organizational ten sions, competition for funding, and the culture of social impact, which can influence organizational priorities, are also issues.

PLAN A STRATEGY FOR HARNESSING KNOWLEDGE

Finally, we identified a new requirement for success: the presence of a strategy to harness knowledge. In order for community members to learn from each other and build a common repertoire, they must be able to capture their own learning, make it accessible to others, and make it evolve. We realize that this requires skills, that these processes must be recognized and valued, and that the design of CoPs must take this into account. Moreover, this knowledge should not be considered as strategic resources to give a competitive ad vantage, but as common resources to be shared freely and maintained continuously. The flow of knowledge between CoPs in an open ecosystem can be beneficial to everyone's learning. Most importantly, open access to theoretical and practical knowledge is crucial to transforming models and addressing the social and ecological challenges we face today.

Building an ethical and shared digital infrastructure, develop ing a culture of collaboration and facilitating access to knowl edge appear as priority factors for creating a more equitable and ecological society. This is at least the premise of Projet collectif, which is working on this in Quebec, in collaboration with several networks. The CoP approach is a relevant frame of reference for this, placing collaboration, experimentation and knowledge sharing on a broad continuum to stimulate learning as well as individual and collective action.

VARIABLE GEOMETRIES

CoPs come in many shapes and sizes. They range from a professional grouping of territorial development agents who share tips and tricks, to a variety of organizations that co-construct models and resources for transforming churches, to stakeholders who pool their efforts to increase the food autonomy of a region, to an informal network of advocates who want to connect isolated local struggles.

The Collaborative APPROACH IN COOPERATIVES

It is difficult to talk about a collaborative approach to entrepreneurship without mentioning cooperatives. In the early 21st century, when demands for more equitably shared wealth and moderate capitalism are commonplace, the alternative vision it brings to business seems to make sense today. However, cooperatives have not always been an obvious solution to the lack of equitable profit sharing within a company.

THE ORIGIN

Although it was not invented in a day and is the result of many initiatives spread over several centuries, the modern cooperative can be considered to have appeared during the 19th century. First in the form of friendly societies in the United Kingdom, then in the form of mutual organizations, they offered an alternative to the established system of the time by giving everyone a voice. Indeed, the idea that a member of an orga nization could have the right to vote without being the owner of the organization was quite new. This novelty did not prevent a large number of people from joining these organizations, which offered them a financial security that could not be found elsewhere.

La Fromagerie St-Albert is one of the oldest Canadian cooperatives, founded on January 8th 1894 by ten partners. It was registered under the name "The St-Albert Co-Operative Cheese Manufacturing Association" and is today the only cooperative cheese factory in Eastern Ontario still in operation.

IN ONTARIO

The first Mutual Life Insurance company was created in Ontario in 1863: Union St-Joseph du Canada (Union of Canada)1. The corporation aimed to help and rescue its mem bers in the event of illness, as well as their widows and children in the event of their death2 . At the beginning of the 20th century, the credit unions were added to their lineage. Many of them are still in good health today, thanks to the support of Alphonse Desjardins, among others. The cooperatives were not regulated by law until 1922; the Caisses Populaires had to wait until 1940.

WHAT ABOUT COLLABORATION?

If the International Cooperative Alliance defines a cooperative as "an autonomous association of persons united voluntarily to meet their common economic, social, and cultural needs and aspirations through a jointly owned and democratically controlled enterprise", this can only help to further confirm the multifaceted character so specific to cooperatives. This is not a problem, but a feature. Cooperatives have no limitations: they can be financial, such as credit unions, allowing loans to populations marginalized by the so-called "classic" banks, or they can be consumer cooperatives, pooling the purchasing power of several individuals to allow them to purchase agricultural equipment, for example (the common genesis of many cooperatives). The possibilities are numerous. If we have to point out a common point to all cooperatives, it is the shared responsibility.

First location of the Caisse populaire Notre-Dame d'Ottawa, 97 Clarence Street, around 1940. Photo: University of Ottawa, CRCCF, Collection générale du Centre de recherche en civilisation canadienne-française (C38), Ph123ph1-XOFDH-38.

If we have to point out a common point to all cooperatives, it is the shared responsibility.

HOW DOES IT WORK?

If it could be simplified to one word, it would be this: Voting. Each person who is a member of a cooperative has equal weight with all the others, without any preference or advan tage related to his or her social, religious, gender, or other status. Thus, the cooperative model differs from any other model in that it truly guarantees the full understanding of the claims and demands of each of its members, under the sole condition of democratic participation in the general assemblies where all can express themselves without judgment. Added to this is the equitable sharing of profits, embodied by the principle of patronage: any savings or surplus is shared equi tably among the members of the cooperative, thus preventing disproportionate enrichment at the expense of some, as can happen in the "classic" business model where few regulations are put in place for this purpose.

IN ACTUAL OPERATION

At the Cooperation Council of Ontario, it is our job to help co-ops be the best versions of themselves. This can mean building a network to consolidate the services offered by existing co-ops, as we have done in northeastern Ontario in collaboration with the Fédération des coopératives funéraires du Québec, or helping residents save their grocery store that is about to close by turning it into a co-op (for example, Moonbeam's grocery store3), or it can mean building a co-op initiative by raising awareness to help an entire community, as we were able to do in the community of Attawapiskat in Ontario's far north.

We are proud to help share and spread the ideals of collaboration every day through our support of co-ops across the province. It's just one of many ways to do it, but it's the one we've chosen. What is yours?

We are proud to help share and spread the ideals of collaboration every day through our support of co-ops across the province. It's just one of many ways to do it, but it's the one we've chosen. What is yours?

COMMUNITY Partnerships

THE MAISON DE LA FRANCOPHONIE D’OTTAWA: a Community Hub

The Maison de la francophonie d'Ottawa (CFMO) is located west of the national capital, in the heart of a dynamic francophone community of 100,000 people who use French at various levels. This cooperative was created in 2020, thanks to the involvement of all its active members and the support of various local Francophone stakeholders.

The community vision of the Maison de la francophonie d'Ottawa is based on the consensus of the community, its wishes and needs. It was designed as a community and school hub in ac cordance with the Province of Ontario's strategic framework and its 2015 action plan.

GOALS OF THE MAISON DE LA FRANCOPHONIE

The idea of the Maison de la francophonie was born in the 1990s in response to the shortage of services offered in French following the reorganization of the greater Ottawa region with the amalgamation of several Ontario cities. The community was in great need of a Francophone Community Centre (or multi-service centre) that would be both a gathering place for Francophones in the west end of Ottawa and a place that would provide a range of services. Today, the CFMO operates as a multi-service Francophone centre for Francophone families in West Ottawa, particularly those with low incomes, requiring the support of the social, community, recreational and cultural services of the Maison. The services under consideration, many of which are already operational, include health, social, legal, recreational, cultural and artistic services as well as support for newcomers and seniors.

visit

Richmond! We will be happy to share with you the hospitality of the Maison de la francophonie d'Ottawa.

The initial project was to bring together various services for the population, such as a doctor, a food bank, a daycare centre, a bookstore and a bank. Along the way, the need to offer a recre ational and cultural environment, as well as personal and family support, became apparent. In addition to the services currently available, which include a bookstore, a daycare, a café bistro and an entertainment centre, the cooperative is working to invite existing community organizations (e.g., AFO, ACFO, Cité collégiale, School Boards, CÉSOC) to join the facility in order to offer a range of Francophone events and services. For exam ple, community organizations such as Ami Jeunesse and the Club Centre Soleil, which did not previously have permanent premises, now work in the building and offer various services to the community.

Within this array of services, the focus is on supporting the individual and the family in general with wellness, literacy and ed ucation, guidance and empowerment through the employability

centre, among other things. To realize these objectives, the edu cational centres of the CEPEO, La Cité Collégiale, the University of Ottawa and the Université de l’Ontario Français are on site, as well as social services offered by the CÉSOC, Action intercul turelle, Grandir Ensemble and OnYva.

There is also a training center for newcomers that supports their social integration. This learning center operates in collaboration with the Adult Education School Le Carrefour. French language instruction promotes better integration, but courses leading to the Ontario Secondary School Diploma are also offered.

Subject to the uncertainties of grants, the CMFO sometimes struggles to achieve its objectives. Hence its project of financial autonomy since the return of its staff and clientele to the office in February 2022.

“Nothing for them without them”

An interview with Ronald Bisson

Ronald Bisson is the Vice President of the Board of Directors of the Maison de la francophonie d'Ottawa. Originally from La Broquerie, Manitoba, he has lived in Ottawa since 1982. His entire career has been dedicated to community development, a cause that is close to his heart as he also devotes time to it as a volunteer, particularly in welcoming refugees.

For Ronald Bisson, if the Maison de la francophonie is a coop erative according to the Ontario Co-operative Corporations Act, because it was created as such and intended as such, so that each of its members embraces its goals and mission, whether they are corporate members or individual members. He reminds us that its guiding principle is: "Nothing for them without them": the Maison de la francophonie engages with the communities, it works with them so that a solution to their needs can be found collectively. The mission of this social enterprise is dedicated to the advancement of the franco phone community in the west end of the city of Ottawa and more broadly throughout its territory. The particularity of this

cooperative is that it has only one employee, Marcel Morin, as general manager. All other employees are attached to specific projects, mainly community projects.

But what distinguishes the Maison de la francophonie is the way it operates. Whenever a need of the Francophone com munity is identified, the question is: who could deliver this service in the community? La Maison, for example, is frequented by many retirees. Rather than create a new program for them, Retraite en Action was approached. They now offer a range of activities and services on site.

This operating model, by utilizing organizations that can provide quality services within its walls, allows it to provide a wide range of services as well as strengthening existing Francophone organizations, increasing their client base and avoiding splitting existing funds to provide similar services. The Conseil Économique et Social d'Ottawa Carleton (CÉSOC) is another example of a partner offering services in the Maison de la Francophonie: Francophone newcomers can be accom panied to ensure the success of their immigration project.

According to Ronald, La Maison strives to find a partner who can deliver services to the community on site and in French. If that's not possible, then La Maison positions itself to pro vide them. He explains that "donor resources are scarce, so you don't want to split them up. We don't set up a program that could compete with an existing program. We want to avoid weakening the Francophone movement at all costs."

A PLURAL FRANCOPHONIE

"At our house, it's the United Nations: the people who come to the Maison come from 72 different countries. It brings together the plural Francophonie in all its expressions. What brings us together is the Francophonie, and the interest we have in working together to make it stronger." This is also what leads the Maison to innovate. In early September 2022, instead of holding a traditional debate with the candidates of the City Hall of Ottawa, City Councillors, and Catholic and Public School Boards, the Maison de la francophonie organized a "meet and greet" event. Candidates were invited to sit at a table and talk one-on-one or in small groups with members of the public attending the event. They were also invited to come and share with others. What was heard that evening was not the classic political speeches, but rather exchanges on topics of particular interest to the participants. This in turn allowed the candidates to discover the Francophonie in all its diversity, an approach greatly appreciated by all.

For Ronald Bisson, partisanship has no place in the House, but he considers it essential to make the candidates aware of the Francophone issues expressed by those who live them and at the same time, to make them realize that their constituents are also Francophones. The fact that seventeen of them are participating in this event, including six at city hall, makes Ronald Bisson say that there is a consensus to recognize that "francophonie, is important".

What brings us together is the Francophonie, and the interest we have in working together to make it stronger.

DEVELOPING Collaborative Actions

STARTING WITH THE CITIZEN'S VOICE IN A COMMUNITY ORGANIZATION: the successes and challenges of putting epistemic justice into practice

Since 2006, the organization Parole d'excluEs has been working to implement collective projects to fight poverty and social exclusion in disadvantaged neighbourhoods of Montreal. Combining action-research and citizen mobilization, the organization begins with citizens' voices to develop actions by and for people living in poverty and social exclusion, adopting a posture of epistemic justice. By epistemic justice posture, we mean a willingness and an effort to give credibility to the experience of people living in a situation of poverty and social exclusion, and to put forward their ideas and knowledge to remedy the issues in the neigh bourhood. Giving credibility to the words of people who are seldom heard, who are not listened to enough, because of their economic status, their gender, their skin colour or cultural background, their place of residence or their level of education, seems to us to be directly in line with the social justice vision of this organization.

1BEGINNING WITH THE VOICE OF CITIZENS TO TRANSFORM

THE NEIGHBORHOOD: A POSTURE OF EPISTEMIC JUSTICE

The concept of epistemic justice is difficult to define. It can be interpreted rather negatively, based on the inequalities of values attributed to experiences, knowledge or ideas in relation to the social, gender, racial or economic status of the people who express them. Epistemic inequalities lead to an inability to speak about life and experiences, but also to a collective inability to hear and give credibility to the words of certain people and groups1. The effects on the lives of these people are negative: the inability to file a complaint for women who are victims of sexual assault, the invisibility of the racism experi enced by racialized people or the persistence of discriminatory practices in public services. For example, during a study on Health Services in Montreal-North, Heck and Lapalme (2017) gathered the testimony of people who said they did not feel listened to or taken seriously by health professionals2 . This resulted in discrimination in the treatment given to these individuals, which could go as far as providing inadequate care for their health problems.

By giving a voice to people experiencing social exclusion and poverty, Parole d'excluEs seeks to fight against these epistemic inequalities and to empower those who directly experience the consequences of social and economic inequalities. The citizens' voice serves as a basis for understanding local issues, and the actions implemented with the people concerned are based on the citizens' needs and aspirations.

2PUTTING A POSTURE INTO PRACTICE: INTERSECTION OF KNOWLEDGE TO TAKE ACTION

Parole d’excluEs recognizes the complementarity of knowledge by harnessing several forms of knowledge:

• the knowledge of citizens living on the territory (we are talking here about their experiences of local issues, but also their thoughts on how to solve them);

• the knowledge of practitioners intervening on the territory (in particular community-based persons);

• academic knowledge, which combines the analytical skills of researchers with their theoretical knowledge.

None of these three types of knowledge, considered sepa rately, is sufficient to grasp all the social issues of the neigh bourhood. Their combination leads to a collective knowledge and a common vision of the issues and possible solutions to address them. This approach does not only aim at producing knowledge3: it is above all about enhancing the capacity of local stakeholders, including the residents of the neighbour hood, to take action in order to transform their neighbourhood. It is in this respect that this intersection of knowledge translates Parole d'excluEs' posture of epistemic justice and puts it into practice.

1 Kidd, Medina, and Pohlhaus, The Routledge handbook of epistemic injustice Routledge, 2017 Fricker, Miranda. Epistemic injustice: Power and the ethics of knowing. Oxford University Press, 2007. Godrie, Baptiste et Dos Santos, Marie « Présentation : inégalités sociales, production des savoirs et de l’ignorance ». Sociologie et sociétés 49, no 1 (2017) : 7–31. https://doi.org/10.7202/1042804ar

2 Heck et Lapalme, « Étude sur les besoins et aspirations des citoyenNEs en termes de services de santé à Montréal-Nord. Vers un service complémentaire de santé dans le quartier », Blogue IUPE, 2017 : http://www.parole-dexclues.ca/wp-content/uploads/2020/08/Heck-Lapalme-ServiceSante-2017.pdf

3 See the various publications on the IUPE blog: https://iupe.wordpress.com/

A SIMPLE GOAL, GREAT CHALLENGES

Giving a voice to socially excluded people, building solutions with them that will improve their living conditions; these objec tives may seem simple. But an analysis of the epistemic justice posture of Parole d'excluEs reveals a number of challenges in the practical work.

There is a great deal of work to be done to reverse the deeply rooted dynamics of power within the groups. The sharing of voices and leadership among the citizens involved in the organi zation requires constant vigilance. For example, the people with the most diplomas or those with the best knowledge of French may participate more in the discussions, while others who are less confident in their ability to express themselves may with draw from the group.

The organization wants to bring together different people to share a common vision of local issues and to build common projects. However, the heterogeneity of opinions or ways of ex pressing themselves can lead to tensions and conflicts, which practitioners must defuse.

Finally, they have shown a tendency to gather according to gen der or ethnocultural identity. This last challenge highlights the need for the organization to reflect on its practices, to consider the non-mix as a necessary step in the process of giving a voice to certain groups in order for them to share their experiences.

CO-CONSTRUCTING A TOOL FOR REFLECTION ON EPISTEMIC JUSTICE

In a second phase of this research, we seek to co-construct with the Parole d'excluEs work team a tool to guide the de cisions made by the organization from an epistemic justice perspective. It takes the form of a compass, whose cardinal and inter-cardinal points are questions that allow us to explore the role of each of the knowledge and find out how the people who hold this knowledge take part in the action. Rather than an evaluation tool, this compass is a way to continuously analyze the place of each person in the decisions made by the organization. We tested the compass with the Parole d'excluEs team and researchers working closely with the organization on the General Store project, a multiple service point ranging from food to health support and referral, run by a group of citizens. The cardinal point "Who speaks" showed that the leader of the group, who has been involved in the organiza tion for a long time, seems to be very well equipped to carry out the project, particularly because he has received training in shared leadership. The question, "Who is doing it?" showed that the majority of the citizens involved in the project were white people of Quebec origin living in a situation of poverty and social exclusion. Nonetheless, these individuals made an effort to survey other neighborhood residents to learn about their needs in order to tailor the services offered by the general store. Answering the compass questions allows us to explore the blind spots of this project and to notice that it does not reach all the cultural diversity of the neighbourhood.

We will continue to experiment with this tool and produce a user’s guide. We hope to be able to transfer it and make it useful to other communities wishing to make visible and audible the voices of those who are not sufficiently heard and listened to.

By giving a voice to people experiencing social exclusion and poverty, Parole d'excluEs seeks to fight against these epistemic inequalities and to empower those who directly experience the consequences of social and economic inequalities.

RENELLE BÉLISLE'S COMMENTARY

Renelle Bélisle has been the Executive Director of the Cochrane and Iroquois Falls Learning Centre in Ontario since 2014. She agreed to comment on Mathilde Manon and Grégoire Autin's article on Epistemic Justice and to share her own vision of this issue.

Epistemic justice, or perhaps rather epistemic in justices, affect people in situations of poverty and social exclusion the most. Many of the people who attend Francophone Training Centres in Official Language Minority Communities (OLMCs) expe rience this type of injustice. Not only people who belong to minority gender or social groups (e.g., indigenous, racialized, LGBTQ+, or people with disabilities) but also those who suffer from depres sion or bipolar disorder, or people with cognitive disabilities.

Collaborative approaches are an important frame work for LBS. They give a voice to the learners who attend the LBS Centres and rely on their ex periences. I find the experience of Parole d'excluEs very interesting for working on the social issues of a neighborhood.

I read a comment by Isabel Heck1 in an article in Le Devoir2 about Parole d'excluEs that is very similar to our experience at the Cochrane and Iroquois Falls Learning Centre. She mentioned that re searchers who go into the field do not know what they will be working on: "It is really the knowledge gathered in the community that will dictate the priorities of Parole d'excluEs' actions, and not the other way around, and this is also how we operated when the pandemic hit."

This is exactly what happened to us at Cochrane. We wanted to continue to support our learners and offer the Centre's services at all costs. So, we asked them what their needs and expectations were and that was our starting point for adapting ourselves, our tools and our ways of doing things. For example, we communicated weekly by phone with them to keep in touch and determine how their training could continue. We continued a lot of things online, sometimes providing a computer or tablet, but we also did off-site training or gave out USB drives with materials.

I am convinced that people living in poverty and social exclusion must be actors in the develop ment of the programs intended for them. This is true for literacy and basic skills training (LBS), but it is also true for all anti-poverty initiatives.

1 Isabel Heck is a researcher and associate professor at UQAM. She directed the Parole d'excluEs University Incubator (IUPE) for seven years and is an associate member of the Centre de recherche sur les innovations sociales, CRISES (Research Centre on Social Innovations).

2 Catherine Martellini, March 27th, 2021, « Parole d’ExcluEs : pour une justice épistémique », Le Devoir : www.ledevoir.com/societe/597530/parole-d-exclues-pour-une-justice-epistemique.

BUILDING A SUCCESSFULProject Team

In 2019, COFA initiated a new Service Centre Project for Eastern Ontario. Initially envisioned as a multi-service one-stop shop modelled after "Fonce.ca Nord" for Northern Ontario, it began with a mapping exercise with Eastern Ontario Service Providers to identify the needs and services available in LBS in the region. During consultations led by COFA, the partners decided to move towards a project led by high-performance teams, aimed at better targeting adult audiences who might have an interest in improving their skills in Francophone communities. This new project ended in October 2022.

In April 2022, the project's steering committee, "Fonce de l'Est", launched a first work team, designed as a "performance team", with a collaborative operating model. The team's mix of mem bers, its field approach and the short-term results objectives ensured that its members were well motivated. These types of teams are modelled on Start-Ups. Their main characteristics were detailed in the "Information, Assessment and Referral Services in Eastern Ontario and Collaborative Model" Report by Matthieu Brennan from Brynaert, Brennan & Associé.e.s, Ottawa in December 2021.

1. AN ACTION-ORIENTED COMMITMENT

A successful team sets a specific, achievable goal with clear milestones for progress. It breaks down complex projects into short-term sub-products and sets a fast production pace.

2. TEST FAST, FAIL FAST, ADAPT FAST

To be successful, the team must test its concepts and beta versions quickly, learn from its "go-to-market" and move quickly to the next stage to test and refine its product again. It must have a high-risk tolerance.

3. COMPLEMENTARITY

A successful team must mobilize the skills required for each product or sub-product of the project. It must integrate different perspectives. The members will contribute in a complementary way to the common objective to be reached and the sum of their contributions will thus give a better result.

4. RESILIENCY

The team needs to be flexible and cope well with ambiguous situations. It must proceed by trial and error and remain resilient to achieve its goal.

5. STRUCTURE

The structure of the successful teams and their functioning are comparable to those of a Start-Up company. A Start-Up must necessarily go through certain steps to get into business. A similar pathway for LBS Service Providers is proposed as an operating model in the next section.

THE SIMILARITIES BETWEEN A START-UP AND A HIGH-PERFORMANCE TEAM START-UP

The Start-Up has an entrepreneur, a core group of developers or a group of Angel Investors who bring their expertise to the company.

FOR A HIGH-PERFORMANCE TEAM

The winning combination: The team mobilizes the expertise related to the task. When the task is completed, the team dissolves. The next team is made up of those members who have the necessary expertise.

In our case, a steering committee acts as an Angel Investor and ensures the continuity of the teams' work. Workforce Planning Boards could be an avenue to explore.

It seizes an opportunity, an idea, a need.

The team recognizes the common need to expand the Francophone Customer Base.

Focus: geographic areas, client categories, new products.

• The Start-Up rapidly develops proto types to be tested in the field.

• It maintains close feedback loops between designers and users.

• It develops an evolving business plan that quickly incorporates lessons learned.

• The team develops a collaborative work setting such as a "Project charter" or "Team charter".

• It ensures the complementarity of its strengths, expertise and resources.

• It assigns expectations and respective roles according to a RAM matrix1.

• It establishes a communication protocol.

Market Research is part of the business plan. The Start-Up develops and refines its understanding of user behaviour. It constantly redefines its understanding of the needs to be met.

The steps of a successful Market Research Project Team:

1. The team researches and discovers information;

The team analyzes the data and develops typical user profiles;

They model the desired product format;

Experiment with it;

It evaluates and evolves with the results obtained.

The Start-Up works with the available resources.

It seeks funding from Angel Investors. It makes sure to have an organic growth.

The team carries out the financial arrangements:

1. Initial Funding Exploration - Exploration and Concepts;

Proof of Concept Funding;

Funding for Market Entry;

Expansion funding.

La ruchée: an Innovative Project TO DEVELOP AND STRENGTHEN THE TEACHING OF THE ARTS IN FRENCH

The Arts Education Laboratory La ruchée is an initiative of the Fédération culturelle canadienne-française (FCCF). La ruchée was designed to find concrete solutions for the development and enhancement of Arts Education in French in Canada. It aims to share its expertise on a national scale to benefit all Francophone minority communities in Canada.

During the first phase of La ruchée, which ran from 2020 to 2022, seven high-performance teams, made up of three to six members, brainstormed and tested support and coaching services for Arts Education. Each performance team was mandated to develop a solution to help address a specific issue in the field of Arts Education, such as the lack of train ing in Arts Education or the poor recognition of artists' crossdisciplinary skills. They were composed of people working in the Arts and Culture and Education fields across Canada.

JEAN-PIERRE DURETTE,

a participant in the La ruchée Arts Education Laboratory Project, wanted to share his experience in a high-performance team. He was a member of the prototype development team during Phase 1 (2020 to 2022) of La ruchée. He is a native of Sudbury, where he resides. During his career, which includes 28 years in Education and 20 years in Administration, he has worn many hats including Principal of Elementary, Secondary, Alternative and Adult schools, Teacher Trainer for principals, Educational Consultant and Teacher of Math, Science, Computer Science, Design, Technology and English. He is very involved in Adult Education, Continuing Education and E-Learning issues at the provincial level and has served on several boards, including the Coalition ontarienne de formation des adultes (COFA).

Here are his answers to our questions:

YOU HAVE WORN MANY HATS IN YOUR CAREER: PRINCIPAL, MATH AND TECHNOLOGY TEACHER, EDUCATIONAL CONSULTANT... WHAT BROUGHT YOU TO THE LA RUCHÉE ARTS EDUCATION LAB?

During my career, I have not worked directly in the Arts. However, as a proud Franco-Ontarian, I have always looked for opportunities to collaborate with the arts. In an educational context, the arts promote knowledge and retention of the French-Canadian Culture in students. La ruchée therefore triggered my curiosity.

WHAT WAS THE MISSION OF THE TEAM YOU MENTORED AT LA RUCHÉE?

Our team's first mandate was to set up a prototype bidding process, i.e. solutions to address issues in Arts Education. In addition, our mission was to accompany high-performance teams in order to optimize the chances of success of their prototype in development. We also had to learn from these experiences for the future of La ruchée.

WHAT ARE YOUR OBSERVATIONS REGARDING THE PROCESS AND STRUCTURE OF HIGH-PERFORMANCE TEAMS?

The structure of the high-performance teams required an adjustment for several team members. Remember that the team members had a part-time mandate for La ruchée. Many of them had full-time jobs at the same time. Being able to work together consistently over a long period of time is very import ant. It takes a certain amount of continuity in the work to meet deadlines, while taking into account the busy lives of your teammates. A team leader with availability and the ability to follow up quickly also facilitates communication.

The composition of the teams, which brought together mem bers with a variety of professional and personal experiences, was very interesting. It contributed to some very rich discus sions and stimulated creativity. I often said during the project, "Dare to dream!" When people come together and share their ex periences, it allows for brainstorming and sparks original ideas.

DO YOU HAVE ANY INSIGHTS TO SHARE ABOUT COLLABO

RATION AS A RESULT OF YOUR EXPERIENCE AS A LEADER AND MEMBER OF A HIGH-PERFORMING TEAM?

Human interaction is very important. Having the opportunity to get to know the other person facilitates open and honest communication. I had the opportunity to get to know people involved in various aspects of the project, which made it easier to guide the teams.

When the mentoring of certain teams was less obvious, it was important to practise active listening in order to better adapt our communications and responses. It is a matter of know ing when and how to intervene according to work methods, awareness of political issues or other particularities. It is also important to establish mutual respect.

I was able to use my professional experience. I am not a pro fessional artist. However, I can take the perspective of a school principal, and talk about how artists are received in schools. I have experienced various facets of the world, of education and teaching during my career. So, I had that luxury of seeing things from different angles in my mentoring of the team mem bers at La ruchée.

In other words, when people are passionate about what they do, I can work with them in any way, at any time.

ACCORDING TO YOU, WHAT ARE THE THREE KEY INGREDIENTS TO A GOOD TEAM COLLABORATION?

Obviously, an open mind! You also need a certain amount of courage in order not to be afraid of making mistakes in team collaboration. Plus, a good sense of humour. Let's not forget creativity: you can't expect a different result when you do the same thing a thousand times.

IN THE FALL OF 2022, LA RUCHÉE BEGAN ITS SECOND PHASE (2022-2024).

IT WILL FIELD TEST PILOT PROJECTS THAT AIM TO REINFORCE THE TEACHING OF THE ARTS AND THROUGH THE ARTS IN CANADIAN AND ACADIAN FRANCOPHONE SCHOOLS.

To learn more about the initiatives and activities of La ruchée laboratory visit: laruchee.ca

In other words, when people are passionate about what they do, I can work with them in any way, at any time.

COLLABORATIVE Learning

SHARING AND RECIPROCITY OF LEARNING TO CO-CONSTRUCT a doctoral thesis

A recent graduate with a PhD in Social and Public Communication, Ingrid has worked with immigrant and refugee children and families for nearly 10 years. Her research interests revolve around marginalized populations and are rooted in collaborative, intersectional, decolonized and anti-oppressive approaches. She seeks a situated and reflexive position in her professional practice and research, as well as in her personal life.

Here is an overview of her research experience.

A few years ago, I completed a master's degree in the study of psychosocial practices at the Université du Québec à Rimouski. A master's degree to reflect on our personal and professional practices, individually and collectively. It gave us the oppor tunity to turn our experiential and professional knowledge into "scientifically" valid knowledge, that is to say, knowledge constructed according to the rigour imposed by the academic world. I learned the possibility of contributing to scientific knowledge by sharing tacit knowledge, "hidden in professional action" and in the experiential. I also learned the importance of the group for reflective work, for sharing and reciprocity of learning, for building our critical thinking. A few years later, questions rooted in my own experience as an immigrant and as a professional working with immigrants and refugees led me to enroll in a doctoral program.

ADAPTING TO THE ACADEMIC ENVIRONMENT

Initially very resistant to this academic environment to which I did not feel I belonged as a practitioner, and with which I was not sure I wanted to identify with or be identified, I was fortunate to be accompanied by a thesis director who was very open to collaborative approaches in research and who emphasized the importance of integrating knowledge from practice into the academic context. I wanted to carry out my doctoral research within my professional environment and it

was obvious, from the beginning, that my research would be embodied in a collaborative approach. I wanted my research to take into account the voices of the people accompanied in their journey (immigrant and refugee parents) and the voices of the people who accompany them (practitioners). I have read a lot about participatory, partnership and collaborative approaches in research. Similar terms for approaches with their own specificities.

I chose to use Desgagné’s1 collaborative approach because it allowed me to take into account the interests of the partici pants without forcing them to participate in every step. Since lack of time is a recurring theme among parents and prac titioners in my work environment, I anticipated the difficulty of asking them to be involved in the stages of defining the research problem, analysis and dissemination. However, it was important for the participants to be able to verify, validate or correct what they had said during individual interviews, and to comment on and complete the findings that emerged from these initial meetings during group interviews.

1 Desgagné, S. (2007). Le défi de coproduction de savoir en recherche collaborative. Autour d’une démarche de reconstruction et d’analyse de récits de pratique enseignante. Dans Anadon, M. (dir.) La recherche participative. Multiples regards (p. 89 121). Presses de l’Université du Québec.

CREATING A COLLECTIVE WORK

At the end of the research project, I gathered all the partici pants for a final meeting in which I presented the findings of the research, which they could question and comment on, and in which we created a collective work symbolizing the theme of my research, that is, accompaniment in a context of cultural diversity. For example, one participant told me that it is not only the practitioners who find the sharing of traumatic experiences by a woman in a group difficult. The other women in the group are also affected and do not have the resources to deal with the emotional impact of hearing these stories. This was a blind spot in my research that I was able to integrate into my thesis thanks to this female participant. We were thus co-constructing the results of the research.

Throughout my doctorate, the numerous readings, but also the peers I met and the conferences I attended allowed me to edu cate myself on the feminist2 , intersectional3 and anti-oppressive4, movements, on the research with Indigenous people5, regard ing decolonial6 and critical7 approaches. These are movements and approaches that have largely contributed to the construc tion of my position as a practitioner and researcher, or at least

to theorize a position towards which I was tending and to allow me to situate myself in non-neutral research currents8. If it were too late to change my research methodology, I could at least ad just the angle from which I analyzed my data and wrote my thesis.

A NEW AWARENESS

Working with immigrant and refugee families and understanding the issues they faced in their migratory journey made me aware of the colonial and patriarchal system in which we live. This challenged the very way in which scientific knowledge is constructed. Decolonial approaches reconciled the researcher/practitioner that I was and who initially resisted the academic environment. Critical approaches provided me with new perspectives to consider in my professional practice as well as in my research. It is therefore on the basis of these approaches, but also by allowing the meaning of the data collected from the people participating in my research to emerge, that the knowledge of immigrant parents and the people accompanying them has taken its place in my research. In analyzing the findings, many elements cited by the parents and the people accompanying them relied on each other's knowledge. They became essential to my project to explain the building of the support relationship between the parents and the practitioners.

2 Bourassa-Dansereau, C. (2019). L’intervention interculturelle féministe : intervenir en conciliant les enjeux interculturels et de genre. Dans La psychologie interculturelle en pratiques (Mardaga, p. 251 263).

3 Marchand, I., Corbeil, C., Boulebsol, C. et Fédération des maisons d’hébergement pour femmes. (2020). Feminist intervention in the era of intersectionality. https://interventionfeministe.com/en/ Hill Collins, P. (2016). La pensée féministe noire. Les éditions du remue-ménage.

4 Tremblay-Marcotte, Y. et Mehreen, R. (2020). Accompagner la formation en travail social Quelques ressources pour soutenir la lutte au racisme. (C. Chesnay & L. Rachédi, dir.). École de travail Social de l’UQAM.

5 Basile, S. et Robertson, F. (2012). Lignes directrices en matière de recherche avec les femmes autochtones. Femmes autochtones du Québec.

6 Coenga Oliveira, D. (2019). Épistémologies du Sud, pensées et féminismes décoloniaux latinoaméricains. Revue Possibles, 43(2), 61 73. Grosfoguel, R. et Cohen, J. (2012). Un dialogue décolonial sur les savoirs critiques entre Frantz Fanon et Boaventura de Sousa Santos. Mouvements, (4), 42 53.

7 Montgomery, C. et Agbobli, C. (2017). Mobilités internationales et intervention interculturelle : conceptualisations et approches. Dans Mobilités internationales et intervention interculturelle: Théories, expériences et pratiques (p. 29 50). Presses de l’Université du Québec.

Halualani, R. T. et Nakayama, T. K. (2013). Critical intercultural communication studies. At a crossroads. Dans T. K. Nakayama et R. T. Halualani (dir.), The handboof of critical intercultural communication (p. 1 19). Wiley-Blackwell.

8 Brière, L., Lieutenant-Gosselin, M. et Piron, F. (dir.). (2019). Et si la recherche scientifique ne pouvait pas être neutre? Sciences et Bien Commun. http://corpus.ulaval.ca/jspui/bitstream/20.500.11794/34463/1/Et-si-la-recherche-scientifique-ne-pouvait-pas-être-neutre-FINALE._print.pdf

I was fortunate to be accompanied by a thesis director who was very open to collaborative approaches in research and who emphasized the importance of integrating knowledge from practice into the academic context.

CO-CONSTRUCTING THE SUPPORT RELATIONSHIP

I observed a model of co-construction of the support rela tionship (Figure 1): a reciprocity, a circularity and a sharing of knowledge between the parents and the practitioners who participated in building the relationship9; a position of equiv alence in which the practitioner allows herself or himself to be transformed by the meeting with the parents and accom panies them, that is, works WITH them; a position of humility and a search for equality, through the recognition of the privi leges induced by the status of practitioner; the recognition of the oppressive power that creates situations of vulnerability in the families and the recognition of the power of action of the parents by the practitioners. This co-constructed relationship is a relationship in which each person, whether a parent or a practitioner allows herself or himself to be transformed and

participates in social change. A relationship in which all of these people co-construct knowledge that is essential to their relationship, essential to the accompaniment of vulnerable situations experienced by families, more or less, early in their process of immigrating to Canada.

It is then through all this doctoral journey that the co-construction of knowledge imposed itself to me as one of the ways to engage in a decolonial, anti-oppressive approach to research, to participate in the paradigm shift of science, towards a more open, accessible and inclusive science. A position and a perspective that I try to embody and transmit in the different professional environments that I meet in order to take part in the necessary change for a more just society.

9 The reciprocity was noticed by the reciprocal exchange of knowledge: that is to say that the people accompanying them transmit knowledge to the parents in the support relationship, and the parents also transmit knowledge to the people accompanying them.

between accompanying persons, between parents, but also between accompanying persons and parents, in the transnational networks of parents and accompanying persons, etc.

circular nature of knowledge appeared in the interviews of the people participating in the research as knowledge that

Building bridges between

THE RESEARCH WORLD AND THE PRACTICAL

A

solution!

My research projects focus on cultural environments where I study, for example, the identity tensions experienced by artists between monetary and creative imperatives. I also study issues of equity, diversity and inclusion in cultural settings. The impacts of the Covid-19 pandemic on the cultural community have also been of interest to me over the past two years. I can not study these topics without understanding the experiences of the people who work in these settings. I need to speak with the people involved in these environments; they feed my think ing. Without their active participation, my role as a researcher is meaningless.

WHAT IS PARTICIPATORY ACTION RESEARCH?

My approach as a researcher is part of the participatory action research trend1. Over the past decade, there has been a growing interest in more inclusive research, where participants are no longer just the object of study, but a stakeholder in the entire research process2 . Collaborative or participatory action research aims to bring together researchers and practitioners in order to create a space for the co-construction of knowledge where theoretical and practical knowledge are embed ded3. One of the objectives of participatory research, i.e., joint projects between organizations and academia, is: "to enable the production of new knowledge, tools and methods to de velop the best possible knowledge or strategies for various aspects of intervention, action, program delivery and policy development"4. The co-construction of knowledge implies that the researcher does not dictate the research, but that it is built jointly between the research world and the practical world. Audoux and Gillet5 present three keys to determine

whether research is action participatory. Firstly, in a traditional research process (regardless of the methodological approach), participants are usually involved in the data collection process. They are therefore not involved in the development of the research. With participatory action research, participants are involved from the very beginning, i.e., at the very moment of determining the theme of the research, and they will be involved at every stage. Secondly, Audoux and Gillet6 talk about the purpose of the research. They explain that action research has a transformative purpose in order to be relevant to the reality of organizations. A transformative aim implies a desire to bring about real change in a specific sector or orga nization or in society in general. This could mean, for example, reviewing a policy or creating programs adapted to specific clienteles. For example, if the populations targeted by a policy are involved in the entire research process, the new policy should better reflect their needs. For example, a program such as a grant program for artists will bring visible change to the cultural community by being better adapted to the art ists affected by the grant program. Audoux and Gillet7 point out that participatory action research may or may not have this transformative aim. For his part, Plenchette8 insists on the transformative effects of participatory action research. Thirdly, Audoux and Gillet9 evoke the form and method of collaboration in collaborative research: the idea is to create a space for the co-construction of knowledge that brings together the theoretical and practical worlds. Once again, this space implies that the participants are involved in each stage of the research.

1 Although I advocate participatory action research, my projects do not all take this approach at the same level. For some projects, the participation of the practical community is present from the beginning to the end and for others, the practical community is only involved at certain key moments of the research process.

2 Tremblay, D.-G., & Demers, G. (2018). Les recherches partenariales/collaboratives : Peut-on simultanément théoriser et agir ? Recherches sociographiques, 59 (1-2), 99-120. https://doi.org/https://doi.org/10.7202/1051427ar

3 Audoux, C., & Gillet, A. (2015). Recherches participatives, collaboratives, recherches-actions. Mais de quoi parle-t-on ? In Les recherches-actions collaboratives (pp. 44-47). Presses de l’EHESP. https://doi.org/10.3917/ehesp.lesch.2015.01.0044

4 Tremblay, D.-G., & Demers, G. (2018). Les recherches partenariales/collaboratives : Peut-on simultanément théoriser et agir ? Recherches sociographiques, 59 (1-2), citation p.102. https://doi.org/ https://doi.org/10.7202/1051427ar

5 Audoux, C., & Gillet, A. (2015). Recherches participatives, collaboratives, recherches-actions. Mais de quoi parle-t-on ? In Les recherches-actions collaboratives (pp. 44-47). Presses de l’EHESP. https://doi.org/10.3917/ehesp.lesch.2015.01.0044

6 Ibid.

7 Ibid.

8 Plenchette, M. (2020). La pratique de la recherche participative et ses effets transformateurs. Les Politiques Sociales, 1-2 (1), 77-89. https://doi.org/10.3917/lps.201.0077

9 Audoux, C., & Gillet, A. (2015). Recherches participatives, collaboratives, recherches-actions. Mais de quoi parle-t-on ? In Les recherches-actions collaboratives (pp. 44-47).

Presses de l’EHESP. https://doi.org/10.3917/ehesp.lesch.2015.01.0044

I am a professor at the Université du Québec en Outaouais (Gatineau), which means that my main duties are teaching and research. If the tasks that fall under the heading of teaching are quite clear to most people, the same cannot be said for research. The caricatured image of the researcher in his laboratory inhabits the imagination of some people. Laboratory research is a relevant form of research, but there are many others.

HERE IS AN EXAMPLE

I led a research project on the effects of the Covid-19 pandemic on the cultural community in Outaouais. This research was developed with a local cultural organization that participated in the discussions from the beginning. Together with the research team, these participants established the methodological approach and the data collection tools. It was decided to conduct focus groups as the first step, and we developed a guide for leading the discussions. The results of this first data collection allowed us to develop, again in partnership with the cultural organization, an interview guide for semi-structured interviews. The results of the research were discussed and reviewed with the partner organization. This participatory approach allowed us to better understand the reality and issues of the cultural community.

BENEFITS AND CHALLENGES OF PARTICIPATORY ACTION RESEARCH

Can such research be called scientific? Yes, it can! The role of the researcher in this process is to ensure that it is scientific. The participation of the practical community ensures a true representation of the reality of the situation. At the end of this type of research project, the results contribute to improving a situation or to better understanding these environments. Ultimately, the research must have a positive impact on society and the active participation of the practical community helps to achieve this objective. One of these positive impacts is that participants who do not come from academic backgrounds generally feel that participatory action research responds better to their needs and makes it possible to sketch out solutions that are better adapted to their realities10. Obertelli11 presents a real example of collaborative action research in the construction sector. The research focused on the occupational risks incurred by masons in order to improve prevention. Different professional groups participated in the research, including prevention consultants, occupational physicians and masons. The results of the research were presented to differ ent professional groups where concrete solutions to reduce the occupational risks of masons were outlined. Thus, participatory action research can produce both academic knowl edge to be shared in scientific papers or articles, and practical knowledge to be shared at conferences for various audiences or in research reports. However, participatory action research also brings challenges; Tremblay & Demers12 identify some of them. Firstly, researchers can sometimes struggle to reconcile the expectations of partners and participants with those of the

academic world. Secondly, the reality of practical settings can bring challenges, such as assignments that sometimes change rapidly and can compromise the smooth running of the proj ect. Tremblay and Demers13 also report that the involvement of participants is sometimes limited. Finally, there are also ten sions and negotiations between the practical and academic communities. These challenges are real and it is important to take them into consideration when developing a participatory action research project. Ultimately, communication between researchers and participants makes it possible to address many of them and to have rich research projects that will have a real impact on the practical world.

10 Tremblay, D.-G., & Demers, G. (2018). Les recherches partenariales/collaboratives : Peut-on simultanément théoriser et agir ? Recherches sociographiques, 59 (1-2), 99-120. https://doi.org/https://doi.org/10.7202/1051427ar

11 Obertelli, P. (2015). Chapitre 7. Une recherche-action collaborative dans les métiers de gros œuvre du bâtiment. In Les recherches-actions collaboratives (pp. 66-74). Presses de l’EHESP. https://doi.org/10.3917/ehesp.lesch.2015.01.0066

12 Tremblay, D.-G., & Demers, G. (2018). Les recherches partenariales/collaboratives : Peut-on simultanément théoriser et agir ? Recherches sociographiques, 59 (1-2), 99-120. https://doi.org/https://doi.org/10.7202/1051427ar

13 Ibid.

The research must have a positive impact on society and the active participation of the practical community helps to achieve this objective.

MARC L. JOHNSON'S COMMENTARY

Marc L. Johnson is a consulting sociologist. With Socius recherche et conseil and now PGF consultants, he has conducted several studies on the full continuum of lifelong learning needs and services in the Canadian Francophonie.

Julie Bérubé's article praises participatory research, an approach that could also be described as collaborative or partnership-based. This research ap proach is intended to be rigorous and useful. The question is: can it be useful for the adult education sector?

Ms. Bérubé believes that this approach builds a bridge between the worlds of research and practice. This bridge wel comes both academics or professionals who are dedicated to research, and practitioners who work in the field. On this bridge, they all work together in research, in whole or in part, and build new knowledge that will be useful to both.

I had the chance to participate in a re flection on collaborative research1 a few years ago and I drew lessons from it that are consistent with those of Ms. Bérubé. This is a research practice that obeys the basic rules of science, while demonstrating social utility. Co-researchers brought together in this way give themselves the means to better understand the prob lems that concern them, to better identify their needs, to find transformative solutions and to share them with their respective communities.

So, let's get back to adult education. Most of you are actors who are well rooted in the field. Your concerns are to serve adult learners well, to facilitate

their learning, but also to raise their self-esteem, to make them optimistic about the future, and perhaps even to make them aware of the issues in their Francophone community. You may have anecdotal evidence of how well you are doing, or you may hear about methods and best practices elsewhere, but you don't have the time to verify, compare and learn from this information. This is where research can be useful!

However, traditional research, done in laboratories, libraries or in the silence of offices, often lacks a connection to your reality. The data and conclusions pro duced do not fit your reality, they seem abstract, disconnected or idealistic. You don't get the perspective of people in the field, whether they are learners or in structors. Collaborative research bridges this gap.

In a participatory or collaborative pro cess, you are not invited to answer a few questions from researchers before they disappear into the fog. You are among them, from the start, to outline the prob lem that needs to be studied, to specify the usefulness of the research, to choose how to collect, analyze and interpret the data, and to communicate this data to those around you.

For example, you could sit down with adult educators, psychosociologists or

technologists to study what is wrong with current digital learning strategies. If you are available, you could then help identify whom you would like to talk to, what situations should be observed and at what times, what comparison groups, or what good practices used elsewhere might shed more light on the matter.

Next, you could participate in some data collection activities, helping to interpret and categorize the information collected, identify trends, and formulate conclu sions and perhaps recommendations for improving these strategies. Finally, you could talk about the study at a con ference, in the media, in a classroom, or even as part of your outreach to a funder. Participatory research means that you participate in a substantive way in real research, dealing with a real problem, in the company of experienced researchers, contributing your expertise to under stand the problem and that the results of this exercise will be useful for you and for the research community and, of course, for the community.

I encourage you to try it!

LEARNING COMMUNITIES: unlearning to teach, serenely

When I started my 2021 position at Saint Paul University, my department chair assigned me two course loads: one on lead ership theories and the other on transformative leadership and learning communities. While it was clear to me what the first course was about (having studied sociology and management), the second was a mystery... Learning communities, but what a boring subject! And how do you teach "that", the leadership of learning communities, to twenty or so adults at the master's and doctoral levels?

So, I started to do my homework to understand the concept of the learning community and the trendier concept of the learn ing organization might refer to. My first surprise was to find that these concepts, popularized in the 1990s, invite a reversal of pedagogical perspective1: students (or employees) are no longer simply the recipients of knowledge developed by others, but the active producers of it. This reversal becomes possible pre cisely by creating learning communities, i.e., "groups of people engaged in intellectual interaction, for the purpose of learning2".

FOUR INGREDIENTS ARE NEEDED FOR A PEDAGOGICAL REVERSAL

As simple as this definition may seem at first, some people may even think that this is what is already being done in any class room; it requires a combination of four ingredients to create the pedagogical reversal mentioned earlier3. First of all, it is necessary to consider learning as a collaborative process, a co-construction, made possible because each member of the group contributes to the knowledge or reinterprets what is proposed based on his or her experience. For such co-construction to be possible, the group must also agree on a common goal that its members

agree on what they wish to learn together (whether the goal is instrumental; to develop as individuals or transformative, to change the world around them). For this learning to be meaningful, it must be particularly practical, in that the topics and issues addressed must be related to real problems that affect the daily lives of the group members and that challenge them on a personal level. Finally, their motivation will be greater if people are part of an authentic community, that is, a group of which they feel part of, where they can have an influence, where their concerns are taken seriously and where the presence of others creates emotional support. "Only then can a learning community be described as promoting "active learning over passive learning, cooperation over competition, and community over isolation"4.

TRANSFORMATIVE LEARNINGS

With such a theoretical framework, it became impossible for me to give a lecture course. I had to find ways to reverse the top-down dynamic of knowledge transmission. During the first five weeks of the course, I recorded video capsules of about an hour that allowed us to review the concepts presented in the readings (learning communities, learning organizations, trans formative learning, systems thinking and complex leadership). Our class time was no longer about transmitting the material, but about sharing it, critiquing the theories, articulating them and applying them to our lives. To accomplish this, students were given long periods of time in small groups (often 25 to 35 minutes) before moving to plenary sharing. These long periods of sharing were themselves aimed at transformative learning rather than informational learning5

1 On the idea of a learning community, one can consult Karen Littleton, Dorothy Miell & Dorothy Faulkner (dir.), Learning to Collaborate, Collaborating to Learn, New York, Nova Science Publishers, 2004. On the idea of a learning organization, one can consult Peter M. Senge, The Fifth Discipline: The Art and Practice of the Learning Organization, New York, Currency Doubleday, 2006.

2 K. Patricia Cross: "groups of people engaged in intellectual interaction for the purpose of learning", in "Why Learning Communities? Why Now?", About Campus, vol. 3, no 3, 1998, p. 4.

3 I am inspired here by the work of K. Patricia Cross, Idem, pp. 4-11; Roth Wolff-Michael et Yew-Jin Lee, "Contradictions in Theorising and Implementing Communities in Education", Educational Research Review, vol. 1, no 1, 2006, pp. 27–40; David W. McMillan et David M. Chavis, "Sense of Community: A Definition and Theory "Journal of Community Psychology, vol. 14, no 1, 1986, pp. 6-23.

4 Cross, Ibid, 1998: p. 5. "Only then can a learning community be described as promoting active learning over passive learning, cooperation over competition, and community over isolation".

5 Robert Kegan, “What ‘form’ Transforms? A Constructive-Developmental Approach to Transformative Learning.” In Contemporary Theories of Learning, under the direction of Knud Illeris, London, Routledge, 2018, pp. 29-45.

Michaël Séguin is an assistant professor at the Providence School of Transformative Leadership and Spirituality at Saint Paul University in Ottawa. In his text, he shares a first in vivo experience of a learning community in the context of his teaching.

For the next five weeks (which focused on dialogue, storytell ing, mentoring, the use of the arts, and professional learning communities as organizational practices), I took this dynamic a step further by letting the students produce the videos them selves presenting the week's texts. In other words, I "stopped" teaching by putting them in charge of the reversed classroom and limited myself to a role of facilitating group discussions, while ensuring that everyone participated.

THE BIGGEST SUCCESS OF THE YEAR

And lastly, the "control" of the class was almost entirely in the hands of the group during the last two weeks when each stu dent was asked to make an oral presentation on a topic of his or her choice and to comment on the presentations of his or her colleagues. The only constraint, apart from the grading of the presentations, was that they had to be on a topic related to learning communities, whether it was theoretical reflections, analysis of actual cases, or the discussion of plans to facilitate potential learning communities.

To my amazement, this course was my biggest success of the year, probably because I was willing to let go, to allow the students to take control of their learning, and to learn from them a little more than usual. They returned the favor, not only by actively participating in each session, but by being very creative in their work. In a way, the counter-intuitive stepping back from the classic teacher role was the price to pay for forming a learning community. This experience also allowed me to verify the validity of an essential learning: knowing when to step aside is one of the great qualities of any transformative leader.

LOUISE LALONDE'S COMMENTARY

Executive Director of the “Centre moi j'apprends” in Ottawa for almost 30 years, Louise Lalonde retired in early 2022 and has since been involved in various projects related to Francophone Adult Education in Ontario. She agreed to comment on Michaël Séguin's article on Learning Communities.

In this excellent article, the author explains how a learning community works. Our educators will recognize themselves when he talks about the collaborative process because they are experts in it! Having lived through this experience himself, the author confirms that in order for an adult to learn successfully, he or she must be allowed to take part in the process:

• Present them with themes that are relevant to their reality;

• Allow them to participate in the choice of topics discussed;

• Give them the opportunity to present their personal knowl edge and share it with the group;

• Allow them to feel valued within the group.

The author illustrates the difference between a pedagogical approach and an andragogical approach. He concludes by evaluating what he has gained from this change of approach and presents a very positive assessment of his experience. My hope is that any adult who chooses to return to education will be able to experience a learning community along their journey.

MOVING FORWARD - THE ROLE OF ADULT LITERACY IN SUPPORTING PROVINCIAL INITIATIVES

This report, produced by Literacy Link South Central in 2022, outlines LBS programs and Adult Learning programs related to the workforce in the context of the 2021–2022 year, which saw a pandemic and various other changes in their

https://irp.cdn-website.com/1a9192fe/files/upload-

BUILDING CONNECTIONS BETWEEN LBS AGENCIES AND EMPLOYERS

In December 2021, the Community Literacy of Ontario has published three factsheets to take a closer look at the barri ers,

and practices involved in supporting learners with employment goals. Each of them addresses a specific aspect of the employment journey Adult Learners have to navigate, and the possible connections between LBS providers and employers.

Fact sheet 1 Barriers to Employment Faced by Learners

Learners can face a variety of challenges and barriers while completing their LBS Training, and another set of chal lenges to find a suitable job. This fact sheet lists some of the most common challenges and barriers.

REGIONAL LITERACY NETWORKS AND WORKFORCE PLANNING BOARDS: THE PARTNERSHIPS CONTINUE

This publication by Literacy Link South Central (LLSC), focuses on the existing partnerships between the Regional Literacy Networks and Workforce Planning Boards, both of which have been an important part of the Employment and Training System in Ontario for decades. They are networking organi zations, unlike other LBS organizations, which provide direct services. Since 2012, Workforce Planning Boards and Regional Literacy Networks have been working together to identify and address local workforce needs.

https://www.communityliteracyofontario.ca/wp/ wp-content/uploads/1-Barriers-Print.pdf

Fact sheet 2: Challenges in Connecting Employers to Learners

This second sheet lists the most common barriers to employ ment reported by LBS agencies, such as poverty, mental and physical health or transportation issues.

https://www.communityliteracyofontario.ca/wp/ wp-content/uploads/1-Barriers-Print.pdf

Fact sheet 3: Strategies & Promising Practices

The third and last factsheet of the series focuses on strategies and promising practices from LBS providers, also listed in the "Building Bridges Report", which helps alleviate the issues experienced by Adult Learners on their path to employment.

https://www.communityliteracyofontario.ca/wp/ wp-content/uploads/3-Strategies-Print-1.pdf

GRÉGOIRE AUTIN

Researcher, Research coordinator at Parole d’excluEs

Co-director of the IUPE https://iupe.wordpress.com charge-recherche@parole-dexclues.ca

RENELLE BÉLISLE

Executive Director Cochrane and Iroquois Falls Learning Centre www.votrecentre.ca info@votrecentre.ca

JULIE BÉRUBÉ

Head of the Master of Business Administration (MBA) program Associate Professor Université du Québec en Outaouais (UQO), Gatineau https://uqo.ca/dep/sciencesadministratives Julie.Berube@uqo.ca

RONALD BISSON

Vice President of the Board of Directors of the Maison de la francophonie d'Ottawa Director of Operations Association des collèges et universités de la francophonie canadienne (ACUFC) https://acufc.ca rbisson@acufc.ca

NATHAN BRUNELLIÈRE

Bilingual Editor

Pôle Soutien Opérationnel Cooperation Council of Ontario www.cco.coop nathan.brunelliere@cco.coop

JONATHAN DURAND FOLCO

Assistant Professor Élisabeth-Bruyère School of Social Innovation Saint Paul University http://innovationsocialeusp.ca jdurandf@ustpaul.ca

MARC L. JOHNSON

Consulting Sociologist PGF consultants www.pgf.ca mjohnson@pgf.ca

LOUISE LALONDE Consultant louise1905@sympatico.ca

INGRID LATHOUD

Ph.D. in Social and Public Communication ingrid@lathoud.fr

MATHILDE MANON

Doctoral student in Urban Studies Université du Québec à Montréal https://deut.esg.uqam.ca manon.mathilde@courrier.uqam.ca

MARCEL MORIN

Executive Director Maison de la francophonie d'Ottawa https://cmfo.ca marcel.morin@cmfo.ca

JOËL NADEAU

Co-Executive Director of Collective Project joel@projetcollectif.ca

AMÉLIE NEAULT

Coordinator of The Mauril-Bélanger Social Innovation Workshop (The Atelier)

Saint Paul University http://innovationsocialeusp.ca/atelier direction@innovationsocialeusp.ca

MICHAËL SÉGUIN

Assistant Professor Coordinator of Advanced Studies Providence School of Transformative Leadership and Spirituality Saint Paul University https://ustpaul.ca/transforma tive-leadership.php michael.seguin@ustpaul.ca

MARIE SUZOR-MORIN

Knowledge Mobilization and Wiki Support Officer La ruchée Fédération culturelle canadienne-française www.fccf.ca/initiatives/la-ruchee mariesuzormorin@fccf.ca

Contributors TO THIS ISSUE THANK YOU!

This work

1-877-464-0504 | 613-842-5369

INFO@COALITION.CA

435 DONALD STREET, OFFICE 301 , OTTAWA, ON K 1 K 4 X 5

WWW.COALITION.CA

Funding provided by the Government of Canada through the Canada Job Grant Programs delivered by the Government of Ontario

Opinions expressed in this publication do not necessarily reflect the views of the Ministry.

view a copy

letter

this license, visit http://creativecommons.org/licenses/by-nc/4.0/

Box 1866, Mountain View, CA 94042, USA.