Défis persistants dans le développement de pratiques interculturelles et inclusives en milieu scolaire multiethnique : le cas d’une école primaire au Québec
Bibliographic record
Abstract
Dans un contexte de diversification dmographique croissante (OIM, 2022), cet article vise mettre en vidence les dfis persistants dans l'instauration de pratiques interculturelles et inclusives au sein d'une cole primaire multiethnique du Qubec.S'appuyant sur le modle de praxis interculturelle de Sorrells (2022), il analyse six dimensions cls (questionnement, cadrage, positionnement, dialogue, rflexion et action) essentielles une approche pdagogique sensible la diversit.Sur le plan mthodologique, une dmarche qualitative (Savoie-Zajc, 2018) a t adopte, avec deux sries d'entretiens semidirigs raliss auprs de vingt-et-une membres du personnel scolaire dans chacune des sries d'entrevues.Malgr la mise en place d'une formation collective visant renforcer l'inclusion, les rsultats rvlent des rsistances et des lacunes tenaces, notamment dans la remise en question de ses propres rfrents culturels et la confrontation des manifestations d'exclusion.Ces enjeux peuvent compromettre la russite ducative d'lves issus de l'immigration (Bergeron, 2020).L'tude conclut la ncessit d'offrir des formations continues favorisant une comprhension commune de l'inclusion et un accompagnement soutenu.Elle souligne galement l'importance de poursuivre les recherches pour mieux saisir la complexit du contexte multiculturel et contribuer l'mergence de milieux ducatifs plus quitables et inclusifs.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 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".