Organisation communautaire et abandon scolaire : illustration d’un champ d’intervention

Abstract

L’abandon scolaire est aujourd’hui au centre des préoccupations d’une diversité d’acteurs québécois. C’est pour enrichir les connaissances en organisation communautaire que cet article propose d’illustrer les dimensions incontournables d’un champ d’intervention qui a pour préoccupations centrales l’abandon et la persévérance scolaires. Parmi les sujets traités, il sera question du contexte historique de la prévention de l’abandon scolaire, de la pertinence de l’organisation communautaire pour faire face à ce problème social, des connaissances scientifiques utiles ainsi que des différentes catégories d’intervenants agissant dans ce domaine en effervescence. Enfin, seront exposés les principes d’intervention locale et régionale du Conseil régional de prévention de l’abandon scolaire du Saguenay–Lac-Saint-Jean (CRÉPAS).School dropout is presently one of the major concerns of a variety of social actors in the Province of Quebec. The purpose of this paper is to broaden existing knowledge about community organizing through an examination of the main dimensions of school dropout and perseverance centred interventions. The scientific and historical contexts of dropout prevention, as well as the contributions of community organizing to this field and the various categories of actors who work in this evolving domain will be dealt with. Finally, the Conseil régional de prévention de l'abandon scolaire du Saguenay–Lac-Saint-Jean's (CRÉPAS) interventions guidelines will be outlined

The Benefits and Economic Value of Community Recreation: Proposal for an Analytical Framework Based on an Exploratory Study

“…Moreover, no control group was used in this study (that is, one group having undergone a communitybased intervention and the other not) in order to evaluate the real impact of the BO2 program and provide a comparison over time (before and after) (Duncan & Magnuson, 2003). Also, it was impracticable to take into account the characteristics of the young people (e.g., mental health problems) and their surroundings although it is recognized that students' networks (family, friends, and others), the mobilization of school teams, and a positive relationship between young people and the institutional system contribute significantly to preventing school drop-out (Beaumont, Bourdon, Couture, & Fortin, 2009;Vultur, 2009;Cook, 2008;Marcotte, Royer, Fortin, Potvin, & Leclerc, 2001;Rousseau, Tétreault, Bergeron, & Carignan, 2007;Molgat, 2007;Bourdon & Vultur, 2007). Another limitation concerns the impossibility of generalizing the results due to the small number of cases studied.…”

“…The importance of community intervention to prevent school drop-out 1 (Cook, 2008;Mercier, 2000) and its influence on social relations and academic perseverance (Roy, 2003;Bourdon, Charbonneau, Lapostelle, and Létoumeau, 2007) has already been shown. The same can be said for the contributions made by Quebec's centres communautaires de loisir (CCL) (community recreation centres) to the prevention of social problems, the networking capabilities of people and families, and community development (Fréchette, 2000).…”