Conditions de l'autonomie collective : une expérience alternative publique en éducation
Bibliographic record
Abstract
Les écoles alternatives publiques québécoises sont souvent des initiatives mises sur pied par des parents engagés à s'impliquer activement dans l'éducation de leurs enfants. La mobilisation de ces acteurs sociaux nous amène à concevoir l'émergence des écoles publiques alternatives à la fois comme forme d'éducation par et pour la collectivité et comme résistance à l'hégémonie du système scolaire public. La présente recherche s'inscrit dans un cadre théorique critique et référera aux notions d'hégémonie culturelle, d'appareil idéologique d'état, de développement comme paradigme et d'autonomie individuelle et collective. Afin de comprendre les conditions de l'autonomie collective au sein de ce type de projet alternatif par rapport à l'institution scolaire dominante, une étude de cas a été réalisée dans une école publique alternative québécoise en milieu rural, soit l'école de la Tortue-des-bois à Saint-Mathieu-du-Parc en Mauricie (Québec). \n \nCette recherche exploratoire démontre que le développement de l'autonomie collective au sein d'un projet éducatif alternatif envers le système scolaire régulier dépend de la cohérence entre la philosophie, les discours et les pratiques des personnes impliquées dans le projet éducatif. La capacité de celles-ci à exercer la démocratie participative constitue une condition inhérente à cette cohérence. Enfin, l'étude permet de conclure que la quête d'autonomie comporte en elle-même un caractère paradoxal étant donné la tendance de la société hégémonique à récupérer les initiatives alternatives. Néanmoins, la mobilisation et l'engagement des acteurs sociaux ont permis le développement d'un projet éducatif plus démocratique propice à l'émancipation et nécessaire au dynamisme, voire à la survie de la communauté rurale aux prises avec des enjeux liés à l'exode des jeunes vers les centres urbains et le phénomène de la dénatalité. \n \n- \n \nPublic alternative schools in Quebec are often initiatives implemented by committed parents to get involved in the education of their children. The mobilization of these social actors lets us conceive of the emergence of such alternative schools both as a form of education for and by the collectivity and as a resistance to the hegemony of the public school system. \n \nThis research is based on a critical theoretical framework and refers to the notions of cultural hegemony, ideological apparatus of the state, development as a paradigm and individual and collective autonomy. To understand the conditions of collective autonomy within that type of alternative project versus the dominant scholar institution, a case study has been realized at La Tortue-des-Bois à Saint-Mathieu-du-Parc en Mauricie (Québec). \n \nThis exploratory research will demonstrate that the development of collective autonomy within the alternative education project depends on the consistency between the philosophy, discourses and practices of the people involved. Their capacity to exercise participative democracy is inherent to that consistency as well. Finally, the study will allow us to conclude that the quest for autonomy has a paradoxical effect due to the hegemonic society's tendency to reappropriate itself the results of alternative experiences. However, the mobilization and the commitment of the social actors have permitted the development of a democratic educative project conducing to emancipation and necessary to the dynamism - even to the survival - of a rural community where there are issues like exodus of young people to the urban centers and the phenomenon of depopulation.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.030 | 0.023 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.011 | 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 source (direct Gemma or distilled Codex), 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".