Conseil d’administration de la Soci\u00e9t\u00e9 historique du Canada<\/p>\n
Le conseil d’administration de la Soci\u00e9t\u00e9 historique du Canada est profond\u00e9ment pr\u00e9occup\u00e9 par les demandes r\u00e9centes d\u2019employeurs de certaines universit\u00e9s canadiennes pour que les instructrices et instructeurs \u00e0 temps partiel c\u00e8dent leurs droits de propri\u00e9t\u00e9 intellectuelle sur les cours qu’elles\/ils con\u00e7oivent, d\u00e9veloppent et donnent. Cette tentative moderne de d\u00e9qualification des professeur.e.s d’universit\u00e9 est inacceptable.<\/p>\n
Ces actions doivent \u00eatre interpr\u00e9t\u00e9es dans le cadre de la restructuration plus large de l’enseignement postsecondaire au Canada, les universit\u00e9s transf\u00e9rant de plus en plus l’enseignement de premier cycle \u00e0 des professeur.e.s employ\u00e9.e.s \u00e0 titre occasionnel. Le probl\u00e8me de la pr\u00e9carit\u00e9, bien qu’il existe depuis longtemps, ne cesse de s’aggraver.\u00a0 D’une part, un nombre d\u00e9croissant d’enseignant.e.s \u00e0 temps plein, titulaires ou non, b\u00e9n\u00e9ficient de la s\u00e9curit\u00e9 de l’emploi, de la libert\u00e9 universitaire et de leurs pleins droits de propri\u00e9t\u00e9 intellectuelle. Mais pour combien de temps ? D’autre part, un nombre croissant d’enseignant.e.s suppl\u00e9ant.e.s et contingent.e.s sont embauch\u00e9.e.s avec peu ou pas de s\u00e9curit\u00e9 d’emploi et leur libert\u00e9 universitaire ainsi que leurs droits de propri\u00e9t\u00e9 intellectuelle sont de plus en plus remis en question.<\/p>\n
Cette tendance porte atteinte au fondement m\u00eame des structures coll\u00e9giales de notre syst\u00e8me universitaire et contribue au d\u00e9veloppement d’un syst\u00e8me d’emploi \u00e0 deux vitesses<\/strong> dans les universit\u00e9s canadiennes. Personne ne profite de cette transformation – ni les \u00e9tudiant.e.s, ni les enseignant.e.s, ni m\u00eame nos institutions. Elle a \u00e9galement un impact n\u00e9gatif tr\u00e8s r\u00e9el sur notre capacit\u00e9 \u00e0 produire des connaissances.<\/p>\n L’un des aspects les plus int\u00e9ressants d’une universit\u00e9 est la mani\u00e8re dont l’enseignement alimente la recherche et vice versa. Un syst\u00e8me \u00e0 deux vitesses perturbe cette relation.<\/p>\n Les droits de propri\u00e9t\u00e9 intellectuelle sont tout simplement la pierre angulaire de notre syst\u00e8me universitaire. Ces droits doivent s’\u00e9tendre \u00e0 tous les enseignant.e.s, quelle que soit leur relation de travail. Le renoncement de nos droits de propri\u00e9t\u00e9 intellectuelle, \u00e9quivaut \u00e0 l\u2019abdication de notre libert\u00e9 universitaire et \u00e0 l\u2019abandon de l’id\u00e9e m\u00eame du syst\u00e8me universitaire classique.<\/p>\n","protected":false},"excerpt":{"rendered":" Conseil d’administration de la Soci\u00e9t\u00e9 historique du Canada Le conseil d’administration de la Soci\u00e9t\u00e9 historique du Canada est profond\u00e9ment pr\u00e9occup\u00e9 par les demandes r\u00e9centes d\u2019employeurs de certaines universit\u00e9s canadiennes pour que les instructrices et instructeurs \u00e0 temps partiel c\u00e8dent leurs droits de propri\u00e9t\u00e9 intellectuelle sur les cours qu’elles\/ils con\u00e7oivent, d\u00e9veloppent et donnent. Cette tentative moderne 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