Gestionnaires et diversité ethnoculturelle en milieu scolaire : une recherche-action/formation en contexte montréalais

Abstract

Les enjeux découlant de l'intensification de la mobilité internationale sont observables à l'échelle de plusieurs écoles et génèrent des défis au quotidien. Toutefois, de nombreux écrits soulignent le manque de formation des gestionnaires au regard des réalités rencontrées dans des milieux où les populations scolaires sont diversifiées. Dans la foulée de ces constats, nous avons mené une recherche-action/formation sur le leadership transformatif en milieu pluriethnique montréalais auprès de six gestionnaires en fonction. Dans cet article, nous discutons du déroulement du projet et de ses ancrages théoriques liés au leadership transformatif (Shields, 2010) et au modèle d'éducation inclusive (Potvin, 2014). Puis, nous présentons une analyse thématique d'entretiens menés auprès de directions d'école du primaire au terme des trois années du projet afin de déterminer les effets perçus de cette initiative sur leur pratique professionnelle – sur leur leadership, leurs savoirs, leur savoir-être et leurs savoir-faire. Il en ressort que les directions d'école ont développé une conscience critique d'elles-mêmes, de leur milieu et de la société, et qu'elles ont mis en oeuvre des pratiques d'équité et d'inclusion dans leur école. En conclusion, nous fournissons des pistes visant la bonification de la formation initiale des directions et de leurs référentiels de compétences au Québec.

Competencies of Secondary School Principals in Cameroon

“…This model of "differentiated" management is in line with Potvin's (2014) model for inclusiveness. Indeed, in the context of our participating principals, an inclusive systemic approach enabled them to adapt to their specific reality: the basic right to education, the existing religious, ethnocultural, and linguistic diversity, and the differentiated needs of their students, with fairness for all (Magnan et al, 2018). Ngwokabuenui (2013) arrived at similar conclusions in their study of anglophone-sector school leaders in Northwest Cameroon, as the principals in this region were also shown to develop school management practices that favored inclusion, which made it possible for them to take stock of their students with difficulties and special needs in their decision-making processes.…”

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

“…However, despite the identification of possible room for maneuver within the school culture, in their respective articles, Borri-Anadon, Audet, and Lemaire, as well as Bauer, Aebischer, and Ribet showed that many systemic mechanisms of school culture contribute strongly to reproducing and reifying hierarchical school experiences, and to exacerbating processes of institutional discrimination to the disadvantage of immigrant and/ or racialized students-mechanisms tinged with an ethnocentric, even colorblind approach, masking unequal social relations between majority and minority groups. The challenge of rethinking the organization of selective streams to ensure equal access for allophone and/or immigrant students, and to avoid the segregation of school populations, as well as the challenge of reviewing assessment, grading, and guidance practices in order to deconstruct the mechanisms that produce inequalities and processes of exclusion, would, all in all, be colossal and require a certain managerial courage on the part of educational authorities [61,62] .…”

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

“…However, despite the identification of possible avenues for maneuver within school culture, in their respective articles, Borri-Anadon, Audet, and Lemaire, as well as Bauer, Aebischer, and Ribet, highlight that numerous systemic mechanisms of school culture strongly contribute to reproducing and reifying hierarchical school experiences and exacerbating institutional discrimination processes against students from immigrant backgrounds and/or racialized students -mechanisms tinged with an ethnocentric, or even colorblind, approach, masking unequal social relations between majority and minority groups. The challenge of rethinking the organization of selective pathways for equal access of allophone students and/or students from immigrant backgrounds, and to avoid the segregation of school populations, as well as the challenge of reviewing evaluation, classification, and orientation practices to deconstruct mechanisms of inequality production and exclusion processes, would, all in all, be colossal and would require a certain managerial courage from educational authorities [61,62] .…”