Simone Pilon

Bio: Simone Pilon is an academic researcher. The author has contributed to research in topics: Corporate governance & Multiculturalism. The author has an hindex of 4, co-authored 7 publications receiving 52 citations.

The forests and woodlands of Labrador, Canada: ecology, distribution and future management

Abstract: Labrador, Canada is the last relatively undeveloped landmass of Boreal and subarctic Canada. Its land area is over 288,000 km2, with less than 1% developed, and a human population of below 30,000. Labrador is greater than 60% forest- and woodland-covered and over 30% tundra, soil and rock barrens. We review the ecology and distribution of forests, woodlands, and related vegetation of Labrador within the context of climate, forest site index, landform, soils, and disturbance. Recent ecosystem management through a public planning process with emphasis on past and future comanagement and development with traditional and western scientific principles is currently underway. Plant–animal interactions, traditional uses by aboriginal groups, and early history are also reviewed.

Red tiles, white mosaic : Indigeneity and the institutionalization of multiculturalism in Canada and Canadian literature—towards a literary and political history

Abstract: .............................................................................................................................................................. iii Lay Summary ....................................................................................................................................................... v Preface ................................................................................................................................................................. vi Table of

Bilingual schooling of the Canadian Francophone minority: a cultural autonomy model

Abstract: The article gives an overview of the sociopolitical context that led to the provision of educational rights to Francophone minorities outside Quebec. It also presents a conceptual framework that distinguishes between French immersion, a bilingual program intended to promote additive bilingualism for majority group members, and French schooling, an approach developed to foster additive bilingualism for minority group members. French schooling is described as a cornerstone to cultural autonomy, a process that leads to cultural survival and ethnolinguistic vitality. The concept of cultural autonomy is defined as well as each of its components: social proximity, institutional completeness, and ideological legitimacy. Finally, the article discusses the challenges of the Canadian Francophone minorities in their quest for cultural autonomy. This cultural autonomy model of minority education is seen as unique and as an approach to minority education that could be applied to other linguistic minorities.