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    <pubDate>Fri, 03 Apr 2026 18:06:42 +0000</pubDate>
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    <link>https://societes-plurielles.episciences.org</link>
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      <title>When Words Tell Things: A Linguistic Archaeology of the Mother–Child Dyad</title>
      <description><![CDATA[This paper tests the hypothesis that certain sound–meaning patterns associated with “mother” and “breast” may reflect a very ancient codiffusion, inherited from the earliest migrations of Homo sapiens and from the centrality of the mother–infant dyad. Within a framework of “linguistic archaeology,” four phonotactic traits are examined across 2,959 languages (“mother”) and 7,322 languages (“breast”) from the Lexibank and ASJP databases: [n]/[ŋ] and [na]/[ŋa] in initial position for “mother,” and [mu] and [amu] for “breast.” Their distribution is assessed through spatial analyses (Moran’s I, binomial z-scores on 2°×2° grids, random permutations, great-circle distances). The results reveal a non-random structuring for [n]/[ŋ] and [mu], with hotspots in Africa, South Asia, Island Southeast Asia, Melanesia, and Australia, regions that align with the southern routes of early Homo sapiens dispersal. The forms [na] and [amu], more geographically restricted, appear as regional archaisms. The strong geographic co-occurrence between [n]/[na] and [mu], contrasting with the limited spread of [amu], suggests an ancient lexical core linking “mother” and “breast,” not reducible to articulatory biases alone. Without positing a single protolanguage, the study shows that linguistic areology can reveal fossil traces of an early cultural structuring around the mother–infant dyad, providing partial support for the hypothesis of an initial cultural unity disseminated during the first out-of-Africa dispersals of Homo sapiens.]]></description>
      <pubDate>Fri, 16 Jan 2026 15:46:41 +0000</pubDate>
      <link>https://doi.org/10.46298/societes-plurielles.2026.17333</link>
      <guid>https://doi.org/10.46298/societes-plurielles.2026.17333</guid>
      <author>d'Huy, Julien</author>
      <category><![CDATA[Sociétés plurielles]]></category>
      <category><![CDATA[lexical diffusion]]></category>
      <category><![CDATA[areology]]></category>
      <category><![CDATA[human migratory routes]]></category>
      <category><![CDATA[phonotactics]]></category>
      <category><![CDATA[mother–infant dyad]]></category>
      <category><![CDATA[linguistic archaeology]]></category>
      <category><![CDATA[aréologie]]></category>
      <category><![CDATA[routes migratoires humaines]]></category>
      <category><![CDATA[diffusion lexicale]]></category>
      <category><![CDATA[phonotactique]]></category>
      <category><![CDATA[dyade mère-enfant]]></category>
      <category><![CDATA[archéologie linguistique]]></category>
      <category><![CDATA[[SHS]Humanities and Social Sciences]]></category>
      <dc:creator>d'Huy, Julien</dc:creator>
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      <title>The contribution of social invariants to learning social work: an analysis of first-year students’ perceptions</title>
      <description><![CDATA[This research examines the place and function of sociological knowledge in social work training, particularly through the teaching of social invariants proposed by Bernard Lahire (2023). These concepts, which can shed light on the fundamental structures of society, are studied here in terms of their reception and perceived usefulness by first-year students in the bachelor’s degree program in social work at Hénallux (Namur, Belgium). The study adopts a mixed approach: a questionnaire administered to 77 students, analyzed using descriptive statistics and correlation tests, is supplemented by eight interviews with students and two interviews with teachers, which are subjected to thematic analysis with a double coding cycle. The results highlight three major functions of invariants: (1) deciphering situations involving users, (2) a more complex understanding, and (3) capitalizing on solutions to address the vulnerabilities of the public. In addition, two specific advantages emerge from social invariants: their explanatory power as general concepts that can be used to elucidate social phenomena while promoting, through their contextual variation, a nuanced interpretation of situations encountered in social intervention, and the inter/transdisciplinary scope of invariants. While a minority of students remain skeptical of theoretical knowledge, the relational and pedagogical quality of teaching appears to be a decisive lever for appropriation. Despite some limitations mentioned, the study concludes that invariants are relevant as integrative tools, articulating sociological intelligibility, reflexivity, and professional intervention.]]></description>
      <pubDate>Fri, 16 Jan 2026 15:46:32 +0000</pubDate>
      <link>https://doi.org/10.46298/societes-plurielles.2026.17334</link>
      <guid>https://doi.org/10.46298/societes-plurielles.2026.17334</guid>
      <author>Paglia, Vincent</author>
      <category><![CDATA[Sociétés plurielles]]></category>
      <category><![CDATA[educational relationship]]></category>
      <category><![CDATA[social work]]></category>
      <category><![CDATA[fundamental structures of human societies]]></category>
      <category><![CDATA[social invariants]]></category>
      <category><![CDATA[relation pédagogique]]></category>
      <category><![CDATA[travail social]]></category>
      <category><![CDATA[structures fondamentales des sociétés humaines]]></category>
      <category><![CDATA[invariants sociaux]]></category>
      <category><![CDATA[[SHS]Humanities and Social Sciences]]></category>
      <dc:creator>Paglia, Vincent</dc:creator>
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