École inclusive et prise en compte de la diversité à l’école dans les établissements français à l’étranger : du dire au faire, étude de cas d’un Lycée français au Canada
Bibliographic record
Abstract
Today, the need to create inclusive school environments is more than ever anchored in an international dynamic. This transformation towards inclusive education naturally affects all those involved in education, and particularly schools. French schools abroad are no exception to this trend, and our research has focused on a complex situational context, examining how inclusive practices are implemented in these schools through the prism of diversity. Because of their complex situation, these establishments are a particularly rich field of research to highlight the links between inclusive schools and the consideration of diversity, since these issues are at the heart of the official discourse that governs them.Starting from the normative and institutional discourses of UNESCO, the French State, and the local territory of our French establishment abroad, we questioned the teams on their ways of taking diversity into account and on its links with the transformation towards an inclusive school. Our socio-anthropological approach enabled us to triangulate our findings from the analysis of semi-structured interviews with management staff, classroom observation and self-confrontation interviews with teachers. From this double triangulation, of the collection tools on the one hand and of the various actors on the other, we have determined that beyond the inclusion-diversity dyad found in UN discourse, it is indeed the identity-alterity relationships of the school actors that enable us to apprehend their inclusive practices, and which then shed light on the conditions that enable us to "welcome diversity" (UNESCO, Principes directeurs pour l’inclusion : assurer l’accès à l’éducation pour tous, p. 15) in this very particular educational context.
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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 | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.024 | 0.014 |
| Scholarly communication | 0.012 | 0.004 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 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".