La blancheur critique et le rapport à la diversité ethnoculturelle d'enseignants en formation: analyse de contenu d'écrits d'étudiants
Notice bibliographique
Résumé
Quebec and Canada's population is becoming increasingly diversified, both in urban centers and in the regions and rural areas. The school population naturally follows this same trend, while the sociodemographic profile of Quebec teachers generally remains constant, that is, primarily white, Catholic, middle-class, suburban women. Thus, consideration of diversity in schools becomes an essential element of teacher education. It is important that teachers consciously change the perspective of their teaching practices, becoming aware of their identities and those of their students, recognizing the dynamics of privilege and power surrounding these identities. Critical whiteness lies in this perspective. In order to better equip future teachers in their practice, intercultural education courses have been developed and offered in teacher training programs. This research aims to understand the relationship to the ethnocultural diversity of pre-service teachers in Quebec and the influence of the intercultural education course on their vision of diversity and their teaching practices, as well as their ability to identify and deconstruct the effects of critical whiteness in their identities and practices.This research is qualitative, exploratory and descriptive. Participants included students who were taking part in the teacher education program at a Montreal university. Data collection was carried out in the context of their intercultural education course. We used two methodological tools: 1) a questionnaire which required participants to define concepts related to intercultural education at the beginning and end of the course, and 2) weekly journal entries that were written by the students throughout their course session. The data analysis for each was done according to qualitative content analysis. The questionnaire results are presented and analyzed for each defined theme, as are the weekly journals, under four axes, namely the type of teacher, identity, discrimination and school realities.The questionnaires show that the themes best learned at the end of the course are those related to the notion of discrimination, contrary to the themes "intercultural education" and "acculturation". The "race" theme was not understood as socially constructed and reveals a color-blind ideology. Participants are not familiar at all with the themes of "whiteness" and "meritocracy" at the end of the course. The journals reveal that participants are sensitive to situations of discrimination and want to be vigilant in fighting against them in their classrooms. Towards school realities, they also show openness and inclusiveness by striving to integrate innovative pedagogies and in their ways of relating to the Other. All this is viable for students as long as they feel that their language (French) and identity (French Canadian) are not threatened. Language was described as being at the heart of the Quebec identity. However, they are not aware of the dynamics of privilege and power and have a strong belief in the myth of meritocracy. Nevertheless, seven out of 16 participants demonstrate more openness through their positive discourse in relationship to diversity and by being more critical of the topics discussed.In conclusion, this study will help improve intercultural education courses, and by extension the curriculum of teacher education.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,009 | 0,013 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,003 | 0,004 |
| Études des sciences et des technologies | 0,015 | 0,016 |
| Communication savante | 0,012 | 0,004 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 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 source (Gemma direct ou Codex distillé), 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 ».