Chapitre 1. Qu’est-ce qu’une éducation inclusive des « décrocheurs » ?

Zay, Danielle

doi:10.3917/har.fonta.2012.01.0031

Cited by 2 publications

(3 citation statements)

References 10 publications

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“…(3) Mobilization of the entire educational community to promote the educational success of all students; (4) A systemic vision of students' academic difficulties questioning the school's responsibility in this regard [5,6,[24][25][26][27][28] .…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The Commitment to Promoting a Culture of Equity in Quebec Secondary Schools: Insights from School Stakeholders — A Secondary Publication

Borri-Anadon,

Audet,

Lemaire

2024

JCER

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This paper presents the results of a research project on the intercultural climate in schools and the academic success of immigrant students in Quebec. The intercultural climate in eight secondary public schools is documented from the standpoint of various school and community stakeholders, students, and parents. More specifically, the paper focuses on the commitment to promoting cultural equity, which is identified through interviews with the targeted stakeholders on exclusionary practices and processes and the practices implemented to counter them. The results identify five areas of vulnerability among certain minoritized groups of students: the transition from welcoming to regular classes for those students learning French, evaluation and support for those experiencing learning or behavioral difficulties, the referral of these students to adult education programs or work-oriented training programs, their participation in extracurricular activities, and their access to special school projects. Nonetheless, some schools do report the introduction of many equity practices in response to the exclusionary ones. However, these initiatives are mostly occasional and voluntary and pertain to interactions between individuals. These findings call for a discussion on the importance of systemic and concerted initiatives towards achieving equity.

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Section: Conceptual Frameworkmentioning

confidence: 99%

The Commitment to Promoting a Culture of Equity in Quebec Secondary Schools: Insights from School Stakeholders — A Secondary Publication

Borri-Anadon,

Audet,

Lemaire

2024

JCER

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“…The inclusive approach to education is now being used to address the issue of diversity more broadly, beyond the exclusive consideration of disability or learning difficulties [32,[39][40][41][42][43] . Ainscow and Miles [29] explained that, although some authors use the term "inclusive education" to refer to the schooling of children with disabilities in mainstream education, internationally, this perspective is now more often seen as "a comprehensive reform that promotes diversity among all learners."…”

Section: Updating the Inclusive Approach To Educationmentioning

confidence: 99%

“…This perspective is in line with an epistemological posture of social constructivism, in the sense that we consider that the difficulties a student experiences are not attributable to him or her; they are the result of his or her encounter with a school situation that has been designed for him or her, but which does not always correspond to him or her. Theorists of the inclusive approach consider education to be a fundamental right; it is a school model that meets the needs of all, whether or not students have learning or adjustment difficulties [32,37,43,48] .…”

Section: Adapting To the Diversity Of Learners And The Needs They Creatementioning

confidence: 99%

Inclusive Education in the Context of Ethnocultural Diversity: Understanding the Process of Exclusion to Act in the School — A Secondary Publication

Magnan,

Gosselin-Gagné,

Audet

et al. 2024

JCER

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This paper reveals that the implementation of inclusive education is an unfinished challenge, both within the system and for individual self-improvement. This process of changing practices, by continually questioning the school’s responsibility for the (re)production of inequalities, exclusion, and unequal social relations, is riddled with obstacles, unpredictable situations, and strong emotions. In particular, the researchers point out that many systemic mechanisms of school culture contribute to replicating and reifying hierarchical school experiences and exacerbating processes of institutional discrimination against immigrant backgrounds and/or racialized students. The empirical research presented also highlights the school staff’s deficit thinking toward immigrant students and their parents. The results show that staff tend to use linguistic and cultural gaps between students and the school system to explain academic failure. Be that as it may, the researchers as well as the school actors and students interviewed in this paper suggest multiple ways to improve inclusion in the school context, stressing the importance of giving voice to the various actors in order to move toward institutional transformation.

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Chapitre 1. Qu’est-ce qu’une éducation inclusive des « décrocheurs » ?

Cited by 2 publications

References 10 publications

The Commitment to Promoting a Culture of Equity in Quebec Secondary Schools: Insights from School Stakeholders — A Secondary Publication

The Commitment to Promoting a Culture of Equity in Quebec Secondary Schools: Insights from School Stakeholders — A Secondary Publication

Inclusive Education in the Context of Ethnocultural Diversity: Understanding the Process of Exclusion to Act in the School — A Secondary Publication

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