La blancheur critique et le rapport à la diversité ethnoculturelle d'enseignants en formation: analyse de contenu d'écrits d'étudiants
Bibliographic record
Abstract
Quebec and Canada's population is becoming increasingly diversified, both in urban centers and in the regions and rural areas. The school population naturally follows this same trend, while the sociodemographic profile of Quebec teachers generally remains constant, that is, primarily white, Catholic, middle-class, suburban women. Thus, consideration of diversity in schools becomes an essential element of teacher education. It is important that teachers consciously change the perspective of their teaching practices, becoming aware of their identities and those of their students, recognizing the dynamics of privilege and power surrounding these identities. Critical whiteness lies in this perspective. In order to better equip future teachers in their practice, intercultural education courses have been developed and offered in teacher training programs. This research aims to understand the relationship to the ethnocultural diversity of pre-service teachers in Quebec and the influence of the intercultural education course on their vision of diversity and their teaching practices, as well as their ability to identify and deconstruct the effects of critical whiteness in their identities and practices.This research is qualitative, exploratory and descriptive. Participants included students who were taking part in the teacher education program at a Montreal university. Data collection was carried out in the context of their intercultural education course. We used two methodological tools: 1) a questionnaire which required participants to define concepts related to intercultural education at the beginning and end of the course, and 2) weekly journal entries that were written by the students throughout their course session. The data analysis for each was done according to qualitative content analysis. The questionnaire results are presented and analyzed for each defined theme, as are the weekly journals, under four axes, namely the type of teacher, identity, discrimination and school realities.The questionnaires show that the themes best learned at the end of the course are those related to the notion of discrimination, contrary to the themes "intercultural education" and "acculturation". The "race" theme was not understood as socially constructed and reveals a color-blind ideology. Participants are not familiar at all with the themes of "whiteness" and "meritocracy" at the end of the course. The journals reveal that participants are sensitive to situations of discrimination and want to be vigilant in fighting against them in their classrooms. Towards school realities, they also show openness and inclusiveness by striving to integrate innovative pedagogies and in their ways of relating to the Other. All this is viable for students as long as they feel that their language (French) and identity (French Canadian) are not threatened. Language was described as being at the heart of the Quebec identity. However, they are not aware of the dynamics of privilege and power and have a strong belief in the myth of meritocracy. Nevertheless, seven out of 16 participants demonstrate more openness through their positive discourse in relationship to diversity and by being more critical of the topics discussed.In conclusion, this study will help improve intercultural education courses, and by extension the curriculum of teacher education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.009 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.015 | 0.016 |
| Scholarly communication | 0.012 | 0.004 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".