Du déni de la différence à l'adaptation dans les interventions de services publics : Conditions individuelles et organisationnelles de sensibilité interculturelle
Bibliographic record
Abstract
Résumé: Des transformations contemporaines incitent aux relations interpersonnelles et intergroupales qui impliquent la reconnaissance ou le déni de la différence et de la diversité. Parmi ces transformations, on pourrait nommer l'intensification des déplacements migratoires ou touristiques, l'élargissement de la mondialisation, l'accroissement des communications numériques et la mise en oeuvre des droits de la personne et de l'aide humanitaire. Ces transformations contribuent à l'importance grandissante accordée à la recherche, et conséquemment à la formation, portant sur la compétence interculturelle (CI), tant sur le plan théorique qu'appliqué à des contextes particuliers. Un exemple de contexte particulier serait celui des employés-es de services publics qui intervennent auprès de populations diversifiées. La présente étude propose d'apporter un éclairage sur ces services afin de connaitre le stade de développement de la CI d'intervenants-es ainsi que les situations interculturelles problématiques les plus couramment vécues. Sur le plan théorique, le modèle de développement de la sensibilité interculturelle ( Developmental Model on Intercultural Sensitivity ) (MDSI) est utilisé. La recherche repose sur une analyse de discours de groupes de discussion auprès d'intervenants-es de cinq services publics de la grande région de Montréal, Québec (Canada) : Urgences-santé, service de sécurité incendie pompiers premiers répondants (SSI-PPR), bibliothèques et Bibliothèque et Archives nationales du Québec (BAnQ), centres locaux d'emploi et services de police. Une analyse statistique en dégage les tendances significatives pour chaque service public. Abstract: Contemporary transformations are driving interpersonal and intergroup relations that imply the recognition, or denial, of differences and diversity. These transformations include the intensification of migratory or tourist movements, the expansion of globalization, the growth of digital communications, and the implementation of human rights and humanitarian aid. These transformations contribute to the growing importance of research, and consequently training, on intercultural competence (IC), both theoretically and applied to specific contexts. The present study aims to shed light on these services in order to understand the stage of development of IC of practitioners as well as the most commonly experienced intercultural problematic situations. Theoretically, the Developmental Model on Intercultural Sensitivity (MDSI) is used. The research is based on a discourse analysis of focus groups with stakeholders from five public services in the greater Montreal area, Quebec (Canada): Emergency Health Services, Fire Safety and First Responders (SSI-PPR), Libraries and Library et national Archives of Québec (BAnQ), local employment centers and police services. Statistical analysis identifies significant trends for each public service.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".