Valorisation de la diversité en éducation : défis contemporains et pistes d’action

Prud’homme, Luc; Ramel, Serge; Vienneau, Raymond

doi:10.7202/1007724ar

Cited by 5 publications

(9 citation statements)

References 3 publications

(1 reference statement)

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“…During the 19th century, a vast movement towards democratizing access to education began across the Western world, leading to the creation of the first public schools [33] . However, it wasn't until the end of World War II that another movement began, with a more concrete impact on addressing diversity in the school environment [34] . It was at this time that the traditional model of addressing students deemed "unfit" for school began to transform [35] .…”

Section: Inclusive Education: Sociohistorical Evolution and Purposesmentioning

confidence: 99%

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

Magnan,

Gosselin-Gagné,

Audet

et al. 2024

erd

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This issue 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 deficit thinking of school staff 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 issue suggest fertile ways to improve inclusion in the school context, stressing the importance of giving voice to the various actors to move toward institutional transformation.

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Section: Inclusive Education: Sociohistorical Evolution and Purposesmentioning

confidence: 99%

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

Magnan,

Gosselin-Gagné,

Audet

et al. 2024

erd

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show abstract

“…Les intervenants sont incités à dépasser l'aide individuelle aux élèves et à développer d'autres pratiques que l'on peut qualifier de collaboratives : travail en réseau, soutien à l'enseignant, coenseignement ou interventions en classe, participation à des projets d'établissement, travail sur la relation écolefamille, etc. Cette évolution se retrouve dans de nombreux pays, sous l'influence conjointe des apports de la pensée systémique en psychologie scolaire (Curonici et MacCulloch, 1997;Evéquoz, 1984), de la santé communautaire, de la pédagogie inclusive (Rousseau et Bélanger, 2006;Prud'homme, Ramel et Vienneau, 2011), ainsi que d'une approche anthropologique de la définition du handicap (Fougeyrollas, Cloutier, Bergeron, Côté et St-Michel, 1998). Cependant, le cas des intervenants à l'école semble emblématique d'une évolution plus générale constatée en psychosociologie du travail, où le rôle professionnel n'est plus seulement prescrit par la hiérarchie, mais constitue une structure dynamique négociée par les divers acteurs eux-mêmes (Clot, 2006;Maisonneuve, 1993).…”

Section: Développement De Pratiques Collaboratives à L'école Du Cantounclassified

Le défi de la collaboration entre enseignants et autres intervenants dans l’école inclusive : croisement des regards

Allenbach

Duchesne

Gremion

et al. 2016

rse

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Cette étude vise à croiser les regards sur les défis de la collaboration professionnelle qui se construit, ou non, entre enseignants et autres intervenants en contextes scolaires inclusifs suisses et canadiens. Nous y examinons les résultats de quatre recherches empiriques qui, malgré des ancrages théoriques spécifiques, se regroupent autour d'une approche psychosociologique de l'éducation et utilisent diverses méthodes de collecte de données s’inscrivant toutes dans un paradigme qualitatif et compréhensif. Les résultats convergent pour créer l’image d’une collaboration professionnelle qui, malgré sa présence un peu partout dans les rapports entre intervenants dans l’école, demeure le plus souvent peu réfléchie et incomprise, tout en étant façonnée par les attentes des acteurs en présence, leur mandat et leur positionnement institutionnel. Les résultats révèlent aussi que des pratiques collaboratives créatives et contextualisées peuvent se construire à condition que les intervenants s’éloignent de la posture d’expert et s’engagent dans un processus itératif de négociations et de coconstruction de leur rôle professionnel avec les enseignants.This study aims to better understand the challenges of collaboration being built, or not, between teachers and other professionals in Swiss and Canadian inclusive school contexts. It examines the results from four empirical research projects which, in spite of specific theoretical backgrounds, adopt a psychosociological approach to education and use various data collection methods within the qualitative and comprehensive paradigm. The results create a picture of a professional collaboration which permeates the relations between professionals in schools, while being most often misunderstood and practiced without thinking, as well as being shaped by wishes and needs of the actual actors, their mandate and their institutional positioning. The results also reveal that creative and contextualized collaborative practices can be constructed if school professionals turn away from acting as technical experts and accept to engage in an iterative process of negotiating and coconstructing their role with teachers.Este estudio cruza las miradas sobre los desafíos de la colaboración profesional que se construye, o no, entre maestros y otros intervinientes en contextos escolares inclusivos suizos y canadienses. Examinamos los resultados de cuatro investigaciones empíricas que, a pesar de estar fundamentadas en enfoques teóricos específicos, se reagrupan alrededor de un enfoque psicosociológico de la educación y utilizan diversos métodos de toma de datos que se inscriben todos en un paradigma cualitativo y comprehensivo. Los resultados convergen para crear la imagen de una colaboración profesional que, a pesar de su presencia casi constante en los informes de los intervinientes de escuelas, parece ser con frecuencia poco reflexionada e incomprendida, mientras que recibe forma a partir de las expectativas de los actores en presencia, su mandato y su posición institucional. Los resultados revel...

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“…The training of education professionals is central on the education policy agenda. According to the literature consulted, faculty are one of the keys to providing education that is high quality (León, Ricardo, & Gómez, 2007; Low, 2007; Messina & Rodríguez, 2006) and inclusive (Prud’homme, Vienneau, Ramel, & Rousseau, 2011).…”

Section: Theoretical Introductionmentioning

confidence: 99%

“…La formación de profesionales de la educación es un asunto que está en pleno orden del día dentro de las políticas educativas. Según nos indica la literatura consultada, el profesorado es una de las piezas clave para brindar una buena educación de calidad (León, Ricardo, & Gómez, 2007; Low, 2007; Messina & Rodríguez, 2006) e inclusiva (Prud’homme, Vienneau, Ramel, & Rousseau, 2011).…”

Section: Introducción Teóricaunclassified

Training on inclusion in higher education: prepared to work within the inclusive model? (Formación sobre inclusión en la educación superior: ¿preparados para trabajar desde el modelo inclusivo?)

Ribés

Gil

Nieto

2020

Culture and Education

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It is important for education and psychology professionals, as well as students in these disciplines, to be trained in the inclusive model. The objective of this study is to inquire into the participants’ perception and training in a massive open online course (MOOC) in the inclusive classroom. The methodology employed is a descriptive design which uses the survey method and a questionnaire as the instrument. The sample is made up of 241 informants. The results reveal that there is a high percentage of participants who perceive diversity as a challenge, and that they have not received sufficient training to work within the inclusive model. Likewise, they believe that a good way of working within these parameters is with participative and cooperative models. We can also glean what the participants understand by inclusion. Even though diversity seems to be widely recognized, professionals and future education professionals must be trained and equipped with tools in higher education in order to work towards inclusive tenets.

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Valorisation de la diversité en éducation : défis contemporains et pistes d’action

Cited by 5 publications

References 3 publications

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

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

Le défi de la collaboration entre enseignants et autres intervenants dans l’école inclusive : croisement des regards

Training on inclusion in higher education: prepared to work within the inclusive model? (Formación sobre inclusión en la educación superior: ¿preparados para trabajar desde el modelo inclusivo?)

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