Navigating mandated neutrality and the impact on teacher identity: an analysis of the ethics and religious culture program in Québec
Notice bibliographique
Résumé
This inquiry explores how Ethics and Religious Culture teachers in Quebec navigate their personal and professional identities, especially when confronted with institutional policies. Specifically, the question of how teachers understand and apply the requirement of neutrality in their professional conduct is interrogated in this thesis. The history of the educational climate in Quebec reveals a connection to the Catholic Church that dates back to 1867. With the increasing rise of secularism in the 1960s, the political and educational climate began to move towards a separation of Church and State. Over time these demands introduced new changes into the educational system, such as the replacement of the Catholic and Protestant school boards with linguistic school boards. In 2008, the mandatory Ethics and Religious Culture (ERC) Program replaced courses such as Catholic and Moral Religious Instruction, Protestant Moral Religious Instruction and the Moral Religious Education instruction. Given the changes to religious education within government schools over the course of the last six decades, with a diversifying population and a push towards secularization, the ERC Program required a certain professional conduct from teachers, specifically, the need for teachers to remain neutral state agents in the classroom.In this qualitative and ethnographic study with eight ERC teachers, I explore the complexities of neutrality in practice, placing value on the voices and experiences of teachers. The use of the theoretical framework I employ, in tandem with the methodologies described in this thesis, reveals greater insight not only into the practicality of neutrality, but the interrelated challenges of the ERC Program as a whole. From this exploration, four themes of inquiry emerge, which I analyze in this research study; 1.) Experience and Pedagogy; 2.) Struggles in Being Authentic; 3.) Applications of Neutrality and 4.) Negotiating Spaces. These four overarching themes of inquiry allow for greater insight into the potentials and challenges of the ERC Program, as voiced by practitioners. These themes are extrapolated from the teachers' lived experiences in the classroom, as well as their personal worldviews. The combination of these experiences and worldviews disclose how some teachers resist or adapt to the goals and competencies of the program, and the requirements on their professional conduct. Their voices and suggestions contribute to future pedagogical and policy implications of the ERC Program. They also provide the reader with a case study of the intersection between teacher identity and mandated government and/or school board policies.
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Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,016 | 0,007 |
| Communication savante | 0,004 | 0,001 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 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
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Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».