Quand les microagressions raciales défient l’inclusion : actions sous tension de directions d’écoles engagées pour la justice sociale
Bibliographic record
Abstract
Cet article explore les dfis rencontrs par des directions d'cole engages pour l'quit et la justice sociale face aux microagressions raciales au Qubec.Bas sur une recherche qualitative mene auprs de 12 directions d'coles publiques francophones situes dans la rgion mtropolitaine de Montral, il met en lumire des situations o les microagressions raciales affectent le personnel scolaire.S'appuyant sur le cadre thorique de Sue, et al. (2007), l'article illustre comment les micro-assauts, les micro-insultes, les micro-invalidations et les microagressions environnementales refltent des dynamiques racistes systmiques, exacerbes par des cadres lgislatifs comme la Loi sur la lacit de l'tat.L'analyse montre que ces microagressions, souvent banalises, affectent le bien-tre des individu-es cibl-es et crent un environnement leur tant hostile.Les directions en tant tmoins ou informes doivent naviguer entre des contraintes lgales et institutionnelles pour tenter d'instaurer un climat inclusif.Cette contribution vise outiller les directions d'cole pour mieux reconnatre les microagressions raciales, mais aussi rendre visibles les tensions vcues par celles-ci pour agir.L'article a ainsi une porte pdagogique et transformative mettant en vidence les limites d'action des directions dans le contexte sociopolitique actuel et l'importance d'une reconnaissance collective du racisme systmique pour transformer durablement les milieux scolaires.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.009 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".