Fragile Majorities and Education: Belgium, Catalonia, Northern Ireland, and Quebec (2013) by Marie McAndrew
Notice bibliographique
Résumé
The shifting structures of majority and minority groups and the manner in which they interact is a challenging topic of study.When one considers the complexities that may be associated with the discussion of majority and minority relations, such as immigration and educational policies, it becomes clear that analyses of ethnic relations are by no means simple.With Fragile Majorities and Education: Belgium, Catalonia, Northern Ireland, and Quebec, Marie McAndrew seeks to address oversimplified views of ethnic dominance present in current studies of ethnic relations in which researchers view ethnic dominance as clearly defined dualistic case studies.Fragile Majorities and Education offers a valuable contribution to the field of ethnic studies by examining the complex cultural realities of Quebec, Catalonia, Northern Ireland, and Belgium within the scope of education.McAndrew recognizes the necessity of discussing the ambiguous nature of majority and minority groups within these unique societies.Although many analyses of ethnic relations treat dominance as a clearly defined relationship between a majority and minority, she emphasizes that examples of clear ethnic dominance are rare.She admits that her interest in Quebec ethnic relations motivated her investigations into other similarly complex examples and this is evident considering the attention given to Quebec in the text.The structure of the book allows readers to follow an orderly and coherent study of education's role in ethnic relations.This organized approach allows McAndrew to examine the rather convoluted topic of majority-minority relations, which refers not only to the cultural interactions between two groups but also to how these groups relate along political and educational lines.Specifically, she analyzes fragile majorities, which she defines as dominant groups that exist alongside politically powerful minority groups.Much of the text is devoted to how fragile majorities interact with the majority Other along institutional, especially educational, boundaries in Quebec, Catalonia, Northern Ireland, and Belgium.Chapter 1 examines the various educational systems available in these societies, and how these affect relations between groups.In Chapter 2, the reasons that parents choose to enroll their children across cultural school boundaries, and their impact on students, is discussed.Chapter 3 investigates how divergent histories are incorporated into each society's curriculum and how successful these strategies are at presenting history in an inclusive and pluralist manner.The significant remaining proportion of the text discusses how the examined
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».