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Punctuated with terms such as at risk, dropout, and disadvantaged, Western educational discourse is replete with euphemisms for the reasons that Black youth underachieve or fail in school. This article highlights some of the contemporary developments in Ontario, Canada, focusing on issues of African Canadian education. Pertinent issues of sociological and historical relevance are discussed, with implications for education in the contemporary schooling context. Education must cultivate a sense of identity within culture and community, while working with ancestral cultural knowledge retentions. This calls for a revisioning of the educational system in public schools so as to (a) introduce a more effective method of teaching diverse youth, (b) create spaces where the needs of the most disadvantaged are seriously and concretely addressed (and not glossed over), (c) promote schools with strong ties to the community, and (d) help learners build their self-, collective, and cultural identities within an environment of social excellence.

A reflection on Gabriel Almond's essay, "Who Lost the Chicago School of Political Science" & the two commentaries that accompanied it in the March 2004 issue of Perspectives, challenges Almond's contention that the collective influence of the leading figures of the political science department is what made the Chicago School great. It is contended that the Chicago School's prominence was not due so much to what scholars had in common but, rather, to its immersion in the "U of Chicago culture" that encouraged cooperative activities & heated debates among scholars from diverse fields. Personal experiences with discussions that included shouting & table-pounding are related to emphasize the positive impact of varied approaches on individual departments & the university as a whole. It is concluded that any contemporary department hoping to replicate the glory of the Chicago School must engage in work & teaching that utilizes a variety of techniques & provides a framework for moral analysis. 7 References. J. Lindroth

В статье изложена позиция автора относительно правового нигилизма в контексте современного общества, для которого характерен кризис идентичности, в том числе и политико-правовой (гражданской). Как феномен антикультуры, правовой нигилизм проблематизирует развитие современной системы высшего образования с позиции ее наполнения ценностями политико-правовой и гуманитарной культуры. Один из возможных способов минимизации правового нигилизма в современном образовательном пространстве высшей школы видится автору в широком использовании возможностей визуальной культуры. ; The article describes the author's position concerning the legal nihilism in the context of modern society, which is characterized by a crisis of identity, including the politicallegal (civil). As the phenomenon of anti-culture, legal nihilism troubles the development of a modern system of higher education from the viewpoint of its filling with the values of the legal-political and humanitarian culture. One of the possible ways of minimization of legal nihilism in modern educational space of a higher school is seen by the author in the use of visual culture.

The article discusses the idea of educating the younger generation, youth in the works of Eastern thinkers, educational scientists like Abdarauf Fitrat, Abdullah Avlani Jadid of Turkestan, including educational reform at the present stage of Uzbekistan. The author paid attention to the relevance of the study of political and legal doctrines, works of thinkers of the East, which has an important role in educating the younger generation in the spirit of patriotism and high legal culture. The study revealed that the family and the social environment of communication have a great influence on the formation of civil positions in young people. The role of mahallas, educational institutions, and the media is noted. The youth of Uzbekistan is characterized by a high degree of patriotism, which is expressed in love for the Motherland, selfless service and readiness to protect it. The results of the study show that in the system of life values of young people today, one of the main priorities is education. This is expressed in the desire of young Uzbeks to constantly raise the level of education. This is indicated by the overwhelming majority of students in schools, colleges and lyceums, every second young man and girl with a higher education, with secondary and specialized secondary education, university students. n general, long-term studies of the dynamics of life values, morality and social attitudes of young people in Uzbekistan show that in the years of independence, young Uzbeks form new priorities in the system of values, interests and social norms. This is an active life position, autonomy, purposefulness, social mobility, which is reflected in their national self-awareness and sustainably positive social well-being.

Iraq as a multicultural and multilingual country has different languages as Arabic, which is the dominant language, and it also has some other minority languages, such as Kurdish, Turkish, Syriac.etc. Over the last 80 years, Iraq which was involved in some political struggles, had faced many internal problems regarding the Arabic domination that occurred, and this was owing to the absence of clear language policy used. Children learning in the Iraqi system, for instance, speak and study all courses in Arabic, while speaking and using their own culture at home tend to be done in their first language. The minorities' language usage in Iraq was ignored both inside the schools as well as in the curriculum construction. So this study focuses on the following issues: the first issue is, What is the strategy of language planning policy in Iraq? the study discusses the strategy and the planning educational system that Iraq applies now, the second issue is, What is the status of minority languages in Iraq? Iraq is a multicultural county and has many minorities communities with different languages, the third issue is, What are the challenges of language in Iraq? as long as there is different languages within one country the study also focuses on the challenges that been faced in the planning policy system, and the last issue is, Is there a homogenous relationship during the current policy? How? the study shows the homogenous relationship inside the current policy and the researches give many suggestions and recommendations regarding to the current policy and what is needed for improving the educational planning policy system.

This thesis focuses on the 2013 reality television program The Apprentice Asia, broadcast in Thailand, the Philippines, Malaysia, Singapore, Hong Kong, and Jakarta in Indonesia, and funded by the Singaporean Economic Development Board (EBD) and numerous multinational corporations. I examine the narratives built around the female Indonesian and Malaysian characters on the show and argue that they disseminate messages that are empowering for Malay and Indonesian women, but also in line with corporate and state imperatives that urge citizens to embody self-entrepreneurial subjectivities and form cosmopolitan identities through consumption. I first delineate the ways The Apprentice Asia is situated in 'neoliberal' economic and political transformations in Southeast Asia and locate its role in the relationship between Southeast Asian television, corporate interests, and national economic development. I then explore these relationships as they relate to the politics of gender, religion, race, and national identity on the show. This discussion segues into an analysis of the Islamic-Malay contestant Nik Mansor, and the Indonesian contestant Dian Mukti. I specifically focus on their narratives as they relate to the contested social role of women in the nations of Malaysia and Indonesia. I note the ways their narratives play with certain shifts and tensions in the gender politics of Malaysia and Indonesia, as both nations are further transformed by consumer culture and neoliberal capitalism. I will discuss how the narratives constructed by Dian and Nik's statements and performances on the show break with dominantly held cultural norms about femininity, motherhood, reproduction, self-expression, marriage, and spousal devotion. I illustrate that Nik and Dian instead emphasize self-entrepreneurial and cosmopolitan values and de-emphasize commitment to institutions like marriage, and motherhood. As these models of subjectivity are aimed at specific upscale Malaysian and Indonesian women, I argue that they are intended to be a form of governance that would affect the formation of gendered, classed, and racialized subjectivities in their nations. The values they promote also coalesce with the market-driven interests of the Malaysian and Indonesian states, the Southeast Asian supra-national political and economic union ASEAN, and the multi-national corporations that fund the show, as they each desire to make certain populations of bourgeois citizens more ready, willing, and able to enter global labor markets. While The Apprentice Asia prompts citizens to foster these subjectivities, which would perpetuate neoliberal capitalism in Southeast Asia, my study also examines the variegated ways fans reacted to these narratives. I argue that the way fans internalized some of these messages and ignored others illustrates the fundamental instability of 'neoliberal' governmentality as a form of power.

This book educates whilst also challenging the contemporary schools of thought within philosophical and religious ethics. In addition, it underlines the fact that the substance of ethics in general and bioethics/healthcare ethics specifically, is much more expansive and inclusive than is usually thought. Bioethics is a relatively new academic discipline. However, ethics has existed informally since before the time of Hippocrates. The indigenous culture of African peoples has an ethical worldview which predates the western discourse. This indigenous ethical worldview has been orally transmitted over centuries. The earliest known written African text containing some concepts and content of ethics is the "Declaration of Innocence" written in 1500 B.C., found in an Egyptian text. Ubuntu is an example of African culture that presents an ethical worldview. This work interprets the culture of Ubuntu to explain the contribution of a representative indigenous African ethics to global bioethics. Many modern scholars have written about the meaning of Ubuntu for African societies over centuries. Some scholars have viewed Ubuntu as the greatest contribution of African cultures to other world cultures. None of the scholars, however has explored the culture of Ubuntu as providing a representative indigenous ethics that can contribute to global bioethics as discussed in this book

Many Christians in the United States are taught from an early age the importance of remaining sexually 'pure' for God, their future spouses, and their families. This emphasis on sexual morality emerges out of a movement immersed in the biblical doctrine of purity. "Purity culture" is the term used for evangelical movements that promote a biblical view of 'sexual purity' by discouraging 'traditional' forms of dating, promoting virginity before marriage, and supporting only heterosexual, married, and monogamous forms of sexual activity. This paper explores how purity culture emerged in the United States as evangelical reaction to the 'sexual immorality' of free love, pro-choice, and birth control activism during the Sexual Revolution, as well as how the movement has been successful in implementing abstinence programming in public schools and reforming sexuality in the United States. Furthermore, it argues that the messages and signals of purity culture being sent to youth via the purity, abstinence-only education in institutions, and mass appeal of purity culture in popular culture has produced a system in which virginity is made real and tangible. Therefore, this paper ultimately argues that purity culture has successfully attached itself to the idea of virginity to make it serve a political purpose.

Introduction -- Part 1: Politics, policy, teachers and edu-business -- Municipal governance of comprehensive education: The emergence of local universalisms -- Finland's ministry of education and culture in the light of its working groups -- A progressive force in Finnish schooling?: Finland's education union, OAJ and its influence on school-level education policy -- Finnish quality evaluation discourse: Swimming against the global tide? -- Ecological sustainability and steering of Finnish comprehensive schools -- Unmentioned challenges of Finnish teacher education: Decontextualisation, scientification and the rhetoric of the research-based agenda -- Teachers' expectations and expectations of teachers: Understanding teachers' societal role -- Businessing around comprehensive schooling -- Co-operation of edu-business and public schooling: Is the governance of education in Finland shifting from the public sector to networks?- Part 2: Equity, inequality, and the challenges of diversity, language and inclusion -- "Three bedrooms and a nice school" — Residential choices, school choices and vicious circles of segregation in the education landscape of Finnish cities -- Pupil selection and enrolment in comprehensive schools in urban Finland -- Everyday life in schools in disadvantaged areas -- Divided cities — Divided schools? School segregation and the role of needs-based resource allocation in Finland -- The significance of socioeconomic background for the educational dispositions and aspirations of Finnish school leavers -- Controversies and challenges in the history of gender discourses in education in Finland -- Rainbow paradise? Sexualities and gender diversity in Finnish schools -- Racism in Finnish school textbooks: Developments and discussions -- Saami language online education outside the Saami homeland — New pathways to social justice -- Education of pupils with migrant backgrounds: A systemic failure in the Finnish system? -- Negotiated, given and self-made paths: Immigrant origin girls and post-compulsory educational transition in Finland -- Language education for everyone? Busting access myths -- Rethinking Finland's official bilingualism in education -- Religions and worldviews as "the problem" in Finnish schools -- Inclusion in Finland: Myths and realities -- Exclusively included? Finland's inclusion success story and hidden dual system of mainstream and special needs education -- Student disengagement in Finnish comprehensive schooling -- Part 3: Epilogue -- The Foundations of Critical Studies in Education in Finland.

The article reveals such concepts as «values», «spiritual and moral values». The author proves that the most important task of secondary schools and higher education is to provide spiritual and moral values development in the process of social formation. The basic methods and forms to form spiritual and moral values of future teachers in the course of professional training are described. The article deals with the causes of spirituality and its scarcity, which lie in the nature of family and public education, system of individual values; economic, political and cultural situation in the country. The author of the article determines spiritual components: (need-value, cognitive-intellectual, volitional component, behavior and activity component, sensual and emotional component, humanistic component, aesthetic component).The article defines the spiritual culture of personality as a system of philosophical ideas and beliefs that are implemented in relation to oneself, other people and the surrounding world. The author sheds light on the components of spiritual culture of personality (intellectual culture (knowledge, thinking) moral culture (honor, dignity, emotional culture, sexual culture), culture of communication (communication skills, spiritual needs, language culture), national culture and national identity; artistic and ethical culture, Christian moral and ethical culture, religious commandments and traditions, family and domestic culture, political, legal culture, ecological culture of personality. The author of the article determines the basic methods to form the spiritual culture: explanatory, illustrative, reproductive, method of problem exposition, partly – explorative. ; У статті розкрита сутність понять «цінності», «духовно-моральні цінності». Автор обґрунтовує, що найважливішими завданнями загальноосвітніх навчальних закладів та вищої школи є формування духовно-моральних цінностей особистості в процесі її соціального становлення, а також розкриває особливості формування духовно- моральних цінностей у майбутніх учителів у процесі фахової підготовки.

For more than two decades, Burundi has experienced a resurgence of interest in agricultural cooperatives following the appeal of humanitarian partners aiming to reorient their intervention. In the regard, the Government has given a higher priority to the development of food crops to ensure the supply of the population from national productions. Considering its historical situation of recurring food insecurity, the province of Ngozi has since had a proliferation of agricultural cooperatives around food crops, as well as cash crops, mainly coffee. Most of them are involved in access to low-cost agricultural inputs, markets, agricultural micro-credits, natural resources, training and information. The objective of this study was to assess the impact of food crops cooperatives on the living conditions of rural households in Burundi, particularly in the province of Ngozi. The realization of this study covering a period from 2016 to 2019 combines three methods such as the documentary exploitation, surveys and interviews with different actors of the cooperative movement of Busiga and Gashikanwa communes in Ngozi province. The fist survey was conducted on 90 members randomly selected in cooperatives of three main organizations present in each commune. The second survey was carried out on a comparison group of 60 non-members, who were selected by using the purposive sampling technique in the same social group and geographical area as cooperatives' members. This study highlights various services offered by cooperatives to their members and to the surrounding community. Depending on their size, cooperatives are a preferred channel for supplying agricultural inputs and learning new farming techniques. The valuation of production (storage, processing, sale and inventory credit) is part of their concern. Facing the challenge to get agricultural financing, the cooperatives are innovating alternatives for accessing small loans. Under of mutual solidarity, members organize a kind of community health insurance. For some, cooperative members benefit from regular training on hygiene, small entrepreneurship, environmental protection, peaceful cohabitation, etc. Regarding of the impact assessment, the analysis shows that cooperatives have effects on the majority of aspects of the living conditions of their members. At the production level, the statistical test shows a significant difference in the yields of bananas between the two groups (p = 0.075) at the significance level of 10%. The impact corresponds to an average yield increase of 640 kg / ha per member household. Considering that the banana is an important crop in consumption and especially in commercialization; the increase in its production brings relatively high income to households, especially in member's. In the process, the storage also allowed the cooperative members to have a capital gain on the production and an inventory credit. Regarding of the livestock, the impact is estimated at an average increase of 0.40 cattle and 0.46 goats per household of members. This situation expresses a great opportunity for fertilization, a social esteem and a wealth with an average value of 160,000 BIF (cattle) and 46,000 BIF (goat) The comparative analysis reveals a significant difference between the average amounts of loans taken out by the two groups. The average difference of 28,500 BIF would therefore constitute an impact induced by membership in cooperatives. Regarding of the habitat, the difference is significant for the quality of materials of the walls, access to safe water and the quality of latrines. Indeed, the impact corresponds to a 13% decrease in the level of possession of houses whose walls are built with wood covered of mud, a 9% decrease in the level of unsafe water consumption and a 7% increase in the level of possession of fitted latrines among members. In this respect, members appear less exposed to precarious hygienic conditions than non-members. In addition, the mutual health insurance within the cooperative offers them financial and physical accessibility to health care. The difference is also significant in the number of houses owned by households. The impact obtained is 0.5 houses corresponding to an additional number of houses owned by a household of cooperators. In relation to the equipment of the house, the impact appears in the possession of the cupboard and the dining room. An additional house and the possession of "complementary" equipment would enhance the comfort of a household. For the other material means, the impact appears in the possession of the bicycle and the radio in the households of the members. The bicycle plays a major role in the speed and cost of activities carried out in the households and the radio allows them to be constantly informed. The analysis of early school leaving reveals an impact corresponding to an average decrease of 0.15 school dropouts in member households. Although the difference is small, the 15% drop in eating just one meal per day among the low-income group could also be an impact. Coming out of the crisis, the cooperatives have succeeded in gathering together people living on the same hills around a common ideal. The social harmony observed in farmers' cooperatives studied is reflected in mutual aid in many situations. ; Depuis plus de deux décennies, le Burundi a connu un regain d'intérêt pour les coopératives agricoles à la suite de l'appel des partenaires humanitaires visant à réorienter leur intervention face à la dégradation des conditions de vie de la population rurale. Dans la foulée, le gouvernement a accordé une très haute priorité au développement des cultures vivrières pour assurer l'approvisionnement de la population à partir des productions nationales. Au regard de sa situation historique d'insécurité alimentaire récurrente, la province de Ngozi a dès lors subi un foisonnement des coopératives agricoles autour des cultures vivrières. La majorité des coopératives sont impliquées dans l'appui à la production, l'accès et la gestion des intrants, le stockage, la transformation, l'accès au crédit, la mutualisation de l'assurance-santé et la recherche des marchés. L'objectif de cette étude était d'évaluer l'impact des coopératives agricoles des cultures vivrières sur les conditions de vie des ménages ruraux au Burundi, notamment dans la province de Ngozi. Cette étude qui s'étend sur une période de 2016 à 2020, a privilégié l'approche terrain par la réalisation d'enquêtes auprès des paysans membres des coopératives et ceux n'appartenant à aucune organisation paysanne et d'entretiens formels et informels avec les divers acteurs de la coopération agricole. Les enquêtes ont été conduites dans un premier temps sur un échantillon de 90 membres aléatoirement choisis dans six coopératives de cette province, spécialement dans deux communes, Busiga et Gashikanwa, et dans un deuxième temps, sur un groupe témoin de 60 non-membres sélectionnés dans le même groupe social que les premiers. Cette étude met en lumière les services offerts par les coopératives à leurs membres et dans une certaine mesure à la communauté environnante. En fonction de leur taille, elles constituent un canal privilégié pour l'approvisionnement en intrants agricoles et l'apprentissage de nouvelles techniques culturales. La valorisation de la production (stockage, transformation, vente et warrantage) fait partie de leurs préoccupations. Face aux défis de l'accès au financement agricole, les coopératives innovent des alternatives d'accès aux petits crédits. Avec la solidarité mutuelle, qui est d'ailleurs le socle de la coopération, les membres se cotisent pour constituer un dispositif d'assurance santé communautaire. Les coopérateurs bénéficient aussi des formations sur l'hygiène, le petit entrepreneuriat, la protection de l'environnement, etc. Dans l'évaluation de l'impact, les résultats montrent que les coopératives exercent des effets sur la majorité des aspects de conditions de vie de leurs membres. Au niveau de la production, le test statistique montre un écart significatif des rendements (kg/ha) de la banane entre les deux groupes (p = 0,075) au seuil de 10%. L'impact correspond à une augmentation moyenne du rendement de 640 kg/ha par ménage des membres. Vu que la banane est une culture importante dans la consommation et surtout dans la commercialisation, l'augmentation de sa production apporte un revenu relativement élevé. Dans la foulée, le stockage permet aux coopérateurs de bénéficier d'une plus-value de la production et d'obtenir un crédit warrantage. Pour ce qui est de l'élevage, l'impact s'évalue à une augmentation moyenne de 0,40 bovin et de 0,46 caprin par ménage des membres. Cette situation dénote une détention de richesse (épargne en nature) d'une valeur moyenne de 160.000 Fbu (bovin) et 46.000 Fbu (caprin); ce qui leur confère également une forte estime sociale et une grande opportunité d'acquisition de fumier relativement plus importante. L'analyse comparative révèle un écart significatif entre les montants moyens de crédits contractés par les deux groupes. L'écart moyen de 28.500 Fbu constituerait donc un impact induit par l'adhésion dans les coopératives. En ce qui concerne l'habitat, l'écart est significatif pour la qualité des matériaux des murs, l'accès à l'eau potable et la nature des latrines. En effet, l'impact correspond à une baisse de 13% du niveau de possession des maisons à murs en pisés, une diminution de 9% du niveau de consommation d'eau non potable et une augmentation de 7% du niveau de possession de latrines aménagées chez les membres. Si bien que l'écart n'est pas significatif pour la nature du sol, le niveau de possession des maisons en terres battues est en baisse de 9% au profit des sols cimentés. A cet égard, les membres paraissent moins exposés aux risques d'accident et aux conditions d'hygiène précaires que les non-membres. De plus, la mutualisation de l'assurance maladie au sein de la coopérative leur offre une accessibilité financière et physique aux soins de santé relativement élevée. L'écart est aussi significatif quant au nombre de maisons en possession dans les ménages. L'impact obtenu est de 0,5 maison correspondant à un supplément de maisons possédé par un ménage des coopérateurs. En rapport avec les équipements de la maison, l'impact apparaît dans la possession de l'armoire et de la salle à manger. Une maison supplémentaire et la possession des équipements dits « complémentaires » permettent de renforcer le confort d'un ménage. En rapport avec la possession d'autres moyens matériels, l'impact apparait dans la détention du vélo et de la radio dans les ménages des membres. Le vélo joue un rôle majeur au niveau de la rapidité et du coût des activités exercées dans le foyer et la radio leur permet d'être constamment informés. L'analyse du décrochage scolaire révèle un impact correspondant à une diminution moyenne de 0,15 abandon scolaire dans les ménages des membres. Quoi que l'écart soit minime, la baisse de 15% dans la prise d'un seul repas par jour dans le groupe des membres de la catégorie à faible revenu pourrait aussi constituer un impact. À la sortie de la crise, les coopératives ont réussi à rassembler des personnes vivant sur les mêmes collines autour d'un idéal commun. L'harmonie sociale observée dans les coopératives étudiées se traduit par l'entraide dans de nombreuses situations.

Cover -- Tittle Page -- Copyrights -- Dedication -- Content -- List of Maps -- List of Tables -- List of Figures -- Acknowledgements -- Historical Overview and Introduction -- Part 1. Encountering Ulithi - A University of Guam Field School in Cultural Anthropology -- Field Report.Discovering Aspects of Life, Culture, and Environment on Ulithi Atoll -- Material Culture of Ulithi. A Fusion of Past and Present -- Catching Flying-Fish in Ulithi Atoll. A Study of Gorges -- Notes on Some Traditional and Contemporary Ulithian Economics -- A Tale of Two Islands. Being Disabled in the Western Pacific, Perspectives from Guam and Ulithi -- Resources in Print Concerning Ulithi Atoll -- Part 2. Culture, Economics, Learning, and Life Challenges in Ulithi -- Ulithi, Yap. Navigating the Seas of Cultural Tradition and Change -- My Parents Named Me Joshua -- Lava Lava. Hallmark of Ulithian Culture -- Economic Well-being in a Subsistence Economy. Production, Marketing, and Micro-finance on Yap Proper and Falalop Islet, Ulithi, Yap State -- Field Notes from Ulithi -- Glimpses of Ulithian and Other Yap Outer Island Learning Traditions for Children -- Ulithi. Physical Environment Bibliography -- Afterword -- Index.

Later-generation descendants of immigrants generally negotiate their heritage and mainstream culture, and all the factors that affect the mediation play a crucial role. During early adolescence, the extent to which individuals may identify with the two cultures is largely determined by the attitudes of family towards integration and the attitudes of host countries in terms, for instance, of social rejection. We empirically assess the influence of heritage and dominant culture on teens' scholastic effort and attitude towards school. The analysis relies on a sample of teens aged 14, born in the UK between 2000 and 2002; the data are drawn from the Millennium Cohort Study Sixth Sweep. The results show that ethnic background along with religion count and that the experience of social rejection has a negative influence. Overall, the evidence shows the possibility that all the factors that help the mediation between ethnic background and mainstream culture by promoting the development of a cohesive identity foster the motivation of scholastic effort.

International audience ; The collecting method developed by A. Perbosc and put into practice in 1900 in his class at the Comberouger school (Tarn-et-Garonne) is remarkable because it was efficient and part of a broader pedagogical project that transformed young folklorists into actors of their own culture. By making children aware of their society's language, knowledge, and practices, often devalued by official culture, his method also put into perspective Perbosc's political, ideological, or simply human commitment. ; La méthode d'enquête élaborée par A. Perbosc et mise en acte en 1900 dans sa classe de l'école de Comberouger (Tarn-et-Garonne) est remarquable par son efficacité, mais aussi parce qu'elle s'inscrit dans un projet pédagogique global qui fait des jeunes folkloristes les acteurs de leur propre culture. Révélant aux enfants la langue, les savoirs et les pratiques de leur société, dévalorisée par la culture officielle, elle met aussi en œuvre les engagements politiques, idéologiques ou tout simplement humains de son initiateur.

International audience ; The collecting method developed by A. Perbosc and put into practice in 1900 in his class at the Comberouger school (Tarn-et-Garonne) is remarkable because it was efficient and part of a broader pedagogical project that transformed young folklorists into actors of their own culture. By making children aware of their society's language, knowledge, and practices, often devalued by official culture, his method also put into perspective Perbosc's political, ideological, or simply human commitment. ; La méthode d'enquête élaborée par A. Perbosc et mise en acte en 1900 dans sa classe de l'école de Comberouger (Tarn-et-Garonne) est remarquable par son efficacité, mais aussi parce qu'elle s'inscrit dans un projet pédagogique global qui fait des jeunes folkloristes les acteurs de leur propre culture. Révélant aux enfants la langue, les savoirs et les pratiques de leur société, dévalorisée par la culture officielle, elle met aussi en œuvre les engagements politiques, idéologiques ou tout simplement humains de son initiateur.