Folklore et ethnologie is only offered in French
If ethnology, intangible heritage, cultural diversity, or the management of cultural and heritage territories interest you, our program will meet your needs! Its main goal is to bring students to see culture and heritage not as fields that are abstract or rooted in the past, but as creative vehicles for community development and empowerment, here and now. Our cooperative and immersive teaching methods favour the transfer of knowledge by experience, and by the active and creative involvement of students in the community. Our fieldwork school, an action-research concept unique to Canada, and the collaboration with cultural organisations from Northern Ontario, Canada and worldwide, are immersive and formative activities which allow students to learn, in situ, what the challenges of the field are, how to interact with communities in all their diversity, how to mobilise theoretical and methodological information acquired in class and in live cultural situations.
Management and development of heritage, heritage community and cultural territories, material culture and social mobility are but a few of the subjects studied by our students. The traditional occupations and know-how or even the early habitats, which are currently making a strong comeback due to their ecological potential, are invaluable resources for projects aiming to revitalise sociocultural lands, and the identity and pride of communities both big and small, whether in cities or tucked away in the country’s furthest corners. Intangible cultural heritage, notably the memories of migration, of working in the mines or the railways, or even local folklore can become means of intervention amongst vulnerable or marginalised social groups, such as the elderly, those afflicted with Alzheimer’s disease or youth suffering from various forms of dependence or touched by suicide. Exploring the potential for cultural and patrimonial communication and appreciation by using new technology will allow students to create links between youth culture and the culture of the elderly, between Francophones, Anglophones, Aboriginal peoples or allophones in Canada.
We care deeply about the future of our students, which is why, in addition to the courses taught in class and by distance, the program aspires to allow students to create their own sociocultural communication, enhancement and development projects and to acquire local and international expertise through placements within institutions like UNESCO, ICOMOS, Canadian Heritage, the Centre franco-ontarien de folklore or even the Sudbury Multicultural and Folk Arts Association. According to Canadian Heritage, culture, heritage and tourism development represent $54.6 billion in economic activity and employ over 630,000 people in numerous areas of work such as new media, management of heritage, editing, archives, establishments of heritage, festivals and celebrations.
The training offered by our program allows students to build their professional network as soon as they begin their university studies, thus facilitating integration into local, regional or national job markets. The action-research also transforms students into active players in the development of the local community and in its promotion nationally and internationally.
What topics will be covered?
The program consists of six thematic pillars:
I. Intangible cultural heritage and digital media
II. Territories, culture and heritage
III. Habitat, culture and environment
IV. Heritage community and cultural development
V. Ethnology of diversity and mobility
VI. Ethnographic terrains, methods and cultural agency : action-research; creation-research, intervention-research
What values are gained?
Students who are interested in Francophone heritage will develop observation and analytical abilities, along with good communication skills.
Potential employment opportunities:
- Cultural intervenor in development, management and cultural and heritage politics
- Manager and intervenor in cultural tourism
- Cultural intervenor in practical setting
FACULTY• Daniela Moisa B.Sc. (Babes-Bolyai, Roumanie), M.A. (Babes-Bolyai, Roumanie), Ph.D. (Laval University) - (CHAIR)
adjunct professor• M. Bénéteau B.A. (Windsor), Ph.D. (Laval)
“The transition between secondary and post-secondary education is a big step to take. Personally, I used my first academic year to find out what interested me. I decided to complete a bachelor's degree in Religious Studies. In addition, I enrolled in Folklore courses. The course on French Canadian folk song has developed a passion in me. The University of Sudbury was like my second home.” – Matti Laurin, graduate