Vers une conception théorique multidimensionnelle du climat scolaire interculturel

Archambault, Isabelle; Andrew, Marie Mc; Audet, Geneviève; Borri-Anadón, Corina; Hirsch, Sivane; Amiraux, Valérie; Tardif‐Grenier, Kristel

doi:10.7202/1066957ar

Cited by 8 publications

(5 citation statements)

References 72 publications

(59 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…(5) The school's support for the identity construction of young people from diverse backgrounds [37] , as well as the state of the educational success of students from immigrant backgrounds. These interviews were based on a common template but adapted according to the profiles of the encountered categories of actors.…”

Section: Methodsmentioning

confidence: 99%

“…Thus, although the term "students from immigration" used in interviews refers to a plurality of experiences and realities, there are few references in our results to specific issues related to first-generation French-speaking students or second-generation students, indicating a hindrance to their recognition. However, the results of the broader project demonstrate that second-generation students are more likely to struggle to "benefit" from the school experience and perceive the intercultural climate of their school as less equitable [37] .…”

Section: Documented Vulnerability Zonesmentioning

confidence: 99%

See 1 more Smart Citation

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

View full text Add to dashboard Cite

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.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Documented Vulnerability Zonesmentioning

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

View full text Add to dashboard Cite

show abstract

“…Cultural diversity within schools is not a problem in itself. It can undoubtedly be a challenge, but the way school actors respond to this diversity can positively or negatively affect students’ self-esteem and educational success, as well as determine whether teachers flourish professionally (Archambault et al, 2018; Brown, 2007; Prater & Devereaux, 2012). The sometimes-negative impacts of the cultural gap between students and teachers are therefore not systematic, and certain characteristics, such as openness to cultural diversity, can enhance teachers’ ability to teach in a multicultural context (Milner et al, 2003).…”

Section: Brief Literature Reviewmentioning

confidence: 99%

Elementary School Teachers’ Openness to Cultural Diversity and Professional Satisfaction

Tardif‐Grenier

Goulet

Archambault

et al. 2022

Journal of Education

Self Cite

View full text Add to dashboard Cite

Teachers’ professional satisfaction promotes students’ educational success. Studies have shown that teaching in a context of high cultural diversity may affect teachers’ level of satisfaction (e.g., satisfaction with students, perceived warmth in the teacher–student relationship, sense of efficacy). This longitudinal study conducted among 69 Canadian elementary school teachers found that those who reported more openness to their students’ cultural diversity presented a more positive perception of students and reported greater warmth in their relationships with students but experienced a lower sense of professional efficacy. This study highlights the importance of teachers’ openness to cultural diversity, an understudied variable.

show abstract

“…Il est défini comme la résultante d'interactions entre les individus et entre les individus et leur environnement (Janosz, et al, 1998). Il recouvre plusieurs dimensions, dont les attitudes, les pratiques et les politiques, sur lesquelles reposent les interactions présentes dans un établissement scolaire (Archambault, et al, 2018)…”

Section: Le Climat Scolaireunclassified

Les angles morts des travaux sur l’inclusion scolaire à la lumière de la théorie de la justice sociale de Nancy Fraser

Vidal¹,

Boisvert

Murahara

et al. 2021

Self Cite

View full text Add to dashboard Cite

Cet article a pour objectif d’éclairer les angles morts des travaux sur l’inclusion scolaire à la lumière de la théorie de la justice sociale de Nancy Fraser. Sur la base des paradigmes de redistribution, de reconnaissance et de représentation, il met en lumière plusieurs angles morts, tant sur le plan politique que paradigmatique. Si l’on n’en tient pas compte, ces angles morts peuvent entraîner une forme normative et prescriptive de l’inclusion à travers la simplification de la complexité du réel, et la mise en place de remèdes correctifs. Il convient donc d’adopter une approche critique de l’inclusion, qui peut être facilitée par l’utilisation de certains concepts comme le climat scolaire, la participation sociale et l’advocacy.

show abstract

Vers une conception théorique multidimensionnelle du climat scolaire interculturel

Cited by 8 publications

References 72 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

Elementary School Teachers’ Openness to Cultural Diversity and Professional Satisfaction

Les angles morts des travaux sur l’inclusion scolaire à la lumière de la théorie de la justice sociale de Nancy Fraser

Contact Info

Product

Resources

About