La francophonie : un objet à redéfinir

Abstract

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Writing instruction for social justice: an investigation into the components of a teacher preparation course

“…We have loosely termed this the ‘ protective mono‐mainstream ideology ’. In the context of literacy education, this ideology manifests as a foundational assumption of protectiveness that is double‐edged; more specifically, the drive to protect the integrity of the ‘traditional’ French Canadian identity from the Anglo‐dominant majority has given rise to practices that oppress others who are different from the majority within Francophone school communities—namely, standardised French monolingualism is the valued norm (Bélanger and Dulude, 2020; Roy, 2010); Euro‐dominant and colonial traditions/knowledge are most prevalent (Lavoie et al, 2021); normative expectations negate the practices of bi/multilingual or bi/multicultural students (Gérin‐Lajoie, 2002); minoritised identities are erased from the classroom (Lavoie, 2022; Prophète, 2022); and minoritised repertoires (intellectual traditions, cultural resources, linguistic practices, perspectives, and experiences) are excluded and misunderstood (Cormier, 2020). If left unchallenged, teachers holding a mainstream perspective engage with a curriculum already tainted by the mono‐mainstream ideology, which can uphold oppressive structures and the mainstream gaze.…”