Magali Forte
Biographic Data
| ID | 4172743 |
|---|---|
| NAME | Magali Forte |
| GIVEN NAMES | Magali |
| FAMILY NAME | Forte |
| SIGNATURE | FORTE M |
| AFFILIATIONS | Simon Fraser University |
| ORCID | 0000-0001-8107-2265 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Reading plurilingual texts: Children’s critical engagement with unfamiliar languages and eco-social issues
This paper elaborates on some initial findings from a plurilingual comprehension task that a Grade 6 class in Quebec, Canada, completed without teacher guidance, as a baseline tool to illuminate their existing language awareness and reading abilities for critical understanding. Drawing on previous research on plurilingualism and critical literacy, this study is part of a broader research project that brings together teachers of French and English…
Beyond Anthropocentric Boundaries, Childing as an Embodied Kind of Praxis: A Conversation with Jayne Osgood and Sid Mohandas
This intra-view explores the idea of “childing” as an embodied, relational kind of praxis that challenges colonial and anthropocentric frameworks in education. The authors discuss how childing disrupts linear notions of time, hierarchies of knowledge, and conventional adult-child binaries by focusing on sensibilities and relationalities. Grounded in critical posthumanist theories and thinking with Indigenous perspectives, childing invites disrupt…
Polyethnographie visuelle et transformations altéritaires d’identités professionnelles plurilingues
Dans le cadre d’une recherche-action-formation menée collaborativement entre personnes enseignantes et chercheures en contexte urbain vulnérable et complexe au Canada, cet article propose une réflexion sur l’intérêt de méthodologies polyethnographiques visuelles comme nœuds de réflexivité dans le développement des identités professionnelles et la formation des personnes enseignantes au plurilinguisme. Le contexte de l’étude est celui d’une école …
Que pourraient offrir les perspectives néo-matérialistes à la recherche en didactique des langues en milieu minoritaire francophone ? Des pistes de réflexion
Cet article conceptuel s’inscrit dans le domaine de la didactique des langues tel qu’il existe dans divers contextes francophones minoritaires, des espaces marqués par des dynamiques identitaires complexes et des rapports de pouvoir fluctuants entre groupes minoritaires et majoritaires. Alors que la littérature scientifique a longtemps abordé ces relations sous l’angle de l’opposition et du conflit, cet article propose de dépasser cette dichotomi…
Relations of care and affirmative disruptions in academia: A conversation with Katie Strom
This article features an intra-view with critical posthumanist Professor Kathryn (Katie) Strom and the co-editors of the intra-view section of this journal Jacky Barreiro and Magali Forte. Throughout their conversation, Strom shares her determination to co-create relations of care and affirmative disruptions in the neoliberal context of academia while giving concrete examples and explaining how her feminist praxis evolved. The three authors discu…
An Intervention in Educational Inquiry: Re-membering, Honoring and Practicing a River’s Ways of Knowing and Being
Answering this special issue’s call to reckon, repair and reworld, and following an ethical imperative to re-think social and educational structures, I turn to the wisdom of rivers. In the current settler colonial climate of near inertia that we live in, there is an urgent need to reckon with ways of being and knowing that go beyond the mainstream taken-for-granted habits of conventional educational research. Thinking with Indigenous perspectives…
ARKK ! Mes élèves parlent en anglais ! »: Réflexions sur trois parcours professionnels et personnels
Dans le cadre de cet article, trois chercheuses-praticiennes partagent une réflexion développée lors d’une étude de soi menée dans le contexte universitaire de la formation initiale à l’enseignement du/en français en milieu minoritaire. À travers des vignettes autoethnographiques et en pensant avec la théorie de la perspective bilingue du bilinguisme, elles expliquent comment elles en sont arrivées à mieux comprendre leurs réactions respectives p…
Complexités identitaires et l’éducation en contexte minoritaire francophone
Complexités identitaires et l’éducation en contexte minoritaire francophone. Un article de la revue Cahiers franco-canadiens de l'Ouest (Marginalisations, dynamiques de pouvoir et contestations dans les francophonies canadiennes) diffusée par la plateforme Érudit
Critical Posthuman Educational Inquiry: A Disruptive and Affective Approach
This essay offers a diffractive experiment in thinking and writing about the ethics of considering children as less than fully human by presenting readers with a text split in two columns with double-exposed pictures without humans
Posthumanism, education and decolonization: A conversation with Michalinos Zembylas
The work of creating decolonized futures has been a particularly important undertaking in educational contexts, for which posthumanist and new materialist theories provide useful insights. Yet, how decolonization is to be achieved and whose responsibility it is remains up for discussion. This intra-view focuses on the tensions between decolonizing practices and posthumanism, and their implications foreducation: What can(’t) these theories do to d…
Multiple becomings in digital story creation
Using ethnographic approaches, we document encounters of humans and materials in environments where a digital tool was used to create multilingual and multimodal stories. Thinking with theories of the sociomaterial and concepts of agencement and becoming (Deleuze & Guattari, 1987), we reflect on identity construction as a collective process of coming into being. To do so, we examine relationships formed among young children, adults, digital devic…
Les intra-actions sociomatérielles au service de l’apprentissage mathématique
Dans le cadre de ce numéro thématique sur les interactions sociales au service des apprentissages mathématiques, nous souhaitons mettre l’accent sur des éléments théoriques nouveaux, issus des courants du nouveau matérialisme et du posthumanisme, qui permettent de réexaminer le concept d’interaction sociale afin de mieux comprendre l’aspect matériel de l’activité mathématique. Comment peut-on considérer les interactions entre élèves, et entre ens…
Multiple becomings in digital story creation
Using ethnographic approaches, we document encounters of humans and materials in environments where a digital tool was used to create multilingual and multimodal stories. Thinking with theories of the sociomaterial and concepts of agencement and becoming (Deleuze & Guattari, 1987), we reflect on identity construction as a collective process of coming into being. To do so, we examine relationships formed among young children, adults, digital devic…
Les intra-actions sociomatérielles au service de l’apprentissage mathématique
Dans le cadre de ce numéro thématique sur les interactions sociales au service des apprentissages mathématiques, nous souhaitons mettre l’accent sur des éléments théoriques nouveaux, issus des courants du nouveau matérialisme et du posthumanisme, qui permettent de réexaminer le concept d’interaction sociale afin de mieux comprendre l’aspect matériel de l’activité mathématique. Comment peut-on considérer les interactions entre élèves, et entre ens…
Posthumanism, education and decolonization: A conversation with Michalinos Zembylas
The work of creating decolonized futures has been a particularly important undertaking in educational contexts, for which posthumanist and new materialist theories provide useful insights. Yet, how decolonization is to be achieved and whose responsibility it is remains up for discussion. This intra-view focuses on the tensions between decolonizing practices and posthumanism, and their implications foreducation: What can(’t) these theories do to d…
Multiple becomings in digital story creation
Using ethnographic approaches, we document encounters of humans and materials in environments where a digital tool was used to create multilingual and multimodal stories. Thinking with theories of the sociomaterial and concepts of agencement and becoming (Deleuze & Guattari, 1987), we reflect on identity construction as a collective process of coming into being. To do so, we examine relationships formed among young children, adults, digital devic…
Critical Posthuman Educational Inquiry: A Disruptive and Affective Approach
This essay offers a diffractive experiment in thinking and writing about the ethics of considering children as less than fully human by presenting readers with a text split in two columns with double-exposed pictures without humans
ARKK ! Mes élèves parlent en anglais ! »: Réflexions sur trois parcours professionnels et personnels
Dans le cadre de cet article, trois chercheuses-praticiennes partagent une réflexion développée lors d’une étude de soi menée dans le contexte universitaire de la formation initiale à l’enseignement du/en français en milieu minoritaire. À travers des vignettes autoethnographiques et en pensant avec la théorie de la perspective bilingue du bilinguisme, elles expliquent comment elles en sont arrivées à mieux comprendre leurs réactions respectives p…
Complexités identitaires et l’éducation en contexte minoritaire francophone
Complexités identitaires et l’éducation en contexte minoritaire francophone. Un article de la revue Cahiers franco-canadiens de l'Ouest (Marginalisations, dynamiques de pouvoir et contestations dans les francophonies canadiennes) diffusée par la plateforme Érudit
Relations of care and affirmative disruptions in academia: A conversation with Katie Strom
This article features an intra-view with critical posthumanist Professor Kathryn (Katie) Strom and the co-editors of the intra-view section of this journal Jacky Barreiro and Magali Forte. Throughout their conversation, Strom shares her determination to co-create relations of care and affirmative disruptions in the neoliberal context of academia while giving concrete examples and explaining how her feminist praxis evolved. The three authors discu…
An Intervention in Educational Inquiry: Re-membering, Honoring and Practicing a River’s Ways of Knowing and Being
Answering this special issue’s call to reckon, repair and reworld, and following an ethical imperative to re-think social and educational structures, I turn to the wisdom of rivers. In the current settler colonial climate of near inertia that we live in, there is an urgent need to reckon with ways of being and knowing that go beyond the mainstream taken-for-granted habits of conventional educational research. Thinking with Indigenous perspectives…
Beyond Anthropocentric Boundaries, Childing as an Embodied Kind of Praxis: A Conversation with Jayne Osgood and Sid Mohandas
This intra-view explores the idea of “childing” as an embodied, relational kind of praxis that challenges colonial and anthropocentric frameworks in education. The authors discuss how childing disrupts linear notions of time, hierarchies of knowledge, and conventional adult-child binaries by focusing on sensibilities and relationalities. Grounded in critical posthumanist theories and thinking with Indigenous perspectives, childing invites disrupt…
Polyethnographie visuelle et transformations altéritaires d’identités professionnelles plurilingues
Dans le cadre d’une recherche-action-formation menée collaborativement entre personnes enseignantes et chercheures en contexte urbain vulnérable et complexe au Canada, cet article propose une réflexion sur l’intérêt de méthodologies polyethnographiques visuelles comme nœuds de réflexivité dans le développement des identités professionnelles et la formation des personnes enseignantes au plurilinguisme. Le contexte de l’étude est celui d’une école …
Que pourraient offrir les perspectives néo-matérialistes à la recherche en didactique des langues en milieu minoritaire francophone ? Des pistes de réflexion
Cet article conceptuel s’inscrit dans le domaine de la didactique des langues tel qu’il existe dans divers contextes francophones minoritaires, des espaces marqués par des dynamiques identitaires complexes et des rapports de pouvoir fluctuants entre groupes minoritaires et majoritaires. Alors que la littérature scientifique a longtemps abordé ces relations sous l’angle de l’opposition et du conflit, cet article propose de dépasser cette dichotomi…
Reading plurilingual texts: Children’s critical engagement with unfamiliar languages and eco-social issues
This paper elaborates on some initial findings from a plurilingual comprehension task that a Grade 6 class in Quebec, Canada, completed without teacher guidance, as a baseline tool to illuminate their existing language awareness and reading abilities for critical understanding. Drawing on previous research on plurilingualism and critical literacy, this study is part of a broader research project that brings together teachers of French and English…
Sociology (8 works) · Philosophy (5 works) · Art (4 works) · Epistemology (4 works) · Multilingual Education and Policy (4 works) · Psychology (4 works) · Communication (3 works) · Conversation (3 works) · Education, sociology, and vocational training (3 works) · Humanities (3 works)