erdEducation Reform and Development2652-53642652-5372Bio-Byword Scientific Publishing Pty. Ltd.10.26689/erd.v6i3.6497ArticleInclusive Education in the Context of Ethnocultural Diversity: Understanding the Process of Exclusion in Order to Act in the School – A Secondary Publicationhttps://artdesignp.com/journal/erd/6/3/10.26689/erd.v6i3.6497MagnanMarie-Odile,Gosselin-GagnéJustine,AudetGeneviève,ConusXavier2024632024-03-29This issue reveals that the implementation of inclusive education is an unfinished challenge, both within the system and for individual self-improvement. This process of changing practices, by continually questioning the school’s responsibility for the (re)production of inequalities, exclusion, and unequal social relations, is riddled with obstacles, unpredictable situations, and strong emotions. In particular, the researchers point out that many systemic mechanisms of school culture contribute to replicating and reifying hierarchical school experiences and exacerbating processes of institutional discrimination against immigrant backgrounds and/or racialized students. The empirical research presented also highlights the deficit thinking of school staff toward immigrant students and their parents. The results show that staff tend to use linguistic and cultural gaps between students and the school system to explain academic failure. Be that as it may, the researchers as well as the school actors and students interviewed in this issue suggest fertile ways to improve inclusion in the school context, stressing the importance of giving voice to the various actors to move toward institutional transformation.

Potvin M, Magnan M-O, Larochelle-Audet J, 2016, La Diversité Ethnoculturelle, Religieuse et Linguistique en Éducation [Ethnocultural, Religious, and Linguistic Diversity in Education: Theory and Practice]. Fidès Éducation, Québec.

Borri-Anadon C, Potvin M, Larochelle-Audet J, 2015, La Pédagogie de L’inclusion Une Pédagogie de la Diversité [The Pedagogy of Inclusion: A Pedagogy of Diversity], in La Pédagogie de L’inclusion Scolaire: Un Défi Ambitieux et Stimulant (3rd Edition). Presses de L’université du Québec, Québec, 49–64. https://doi.org/10.2307/j.ctv1n35dsz.9

Rousseau N, 2015, La Pédagogie de L’inclusion Scolaire [The Pedagogy of School Inclusion] (3rd Edition). Presses de L’université du Québec, Québec.

AuCoin A, Vinneau R, 2015, L’inclusion Scolaire et la Dénormalisation Proposition d’un Nouveau Paradigm [School Inclusion and Denormalization: Proposal of a New Paradigm], in La Pédagogie de L’inclusion Scolaire: Un Défi Ambitieux et Stimulant (3rd Edition). Presses de L’université du Québec, Québec, 65–88. https://doi.org/10.2307/j.ctv1n35dsz.10

Ghosh R, Galczynski M, 2014, Redefining Multicultural Education: Inclusion and the Right to be Different (3rd Edition). Canadian Scholars’ Press, Toronto.

Potvin M, 2014, Diversité Ethnique et Éducation Inclusive: Fondements et Perspectives [Ethnic Diversity and Inclusive Education: Foundations and Perspectives]. Éducation et Sociétés, 33(1): 185–202. https://doi.org/10.3917/es.033.0185

Potvin M, 2013, L’éducation Inclusive et Antidiscriminatoire: Fondements et Perspectives [Inclusive and Antidiscriminatory Education: Foundations and Perspectives], in Le Développement D’institutions Inclusives en Contexte de Diversité. Presses de L’université du Québec, Québec.

Rousseau N, Thibodeau S, 2011, Adapting to an Inclusive Practice: A Sense of Competence for Three School Teams in Transition. Éducation et Francophonie, 39(2): 145–164. https://doi.org/10.7202/1007732ar

Slee R, 2000, Professional Partnerships for Inclusive Education? Melbourne Studies in Education, 41(1): 1–15. https://doi.org/10.1080/17508480009556341

Söhn J, Özcan V, 2006, The Educational Attainment of Turkish Migrants in Germany. Turkish Studies, 7(1): 101–124. https://doi.org/10.1080/14683840500520626

Felouzis G, Liot F, Perroton J, 2005, L’apartheid Scolaire: Enquête sur Laségrégation Ethnique dans les Collèges [School Apartheid: Investigation into Ethnic Segregation in Middle Schools]. Éditions du Seuil, Paris.

Cutler DM, Glaeser EL, Vigdor JL, 2008, When are Ghettos Bad? Lessons from Immigrant Segregation in the United States. Journal of Urban Economics, 63(3): 759–774. https://doi.org/10.1016/j.jue.2007.08.003

Merle P, 2012, La Ségrégation Scolaire [School Segregation]. “Repères” Collection, La Découverte, Paris.

Maroy C, Kamanzi PC, 2017, The Education Market, the Stratification of Institutions and Unequal Access to University in Quebec. Recherches Sociographiques, 58(3): 581–602. https://doi.org/10.7202/1043466ar

Dhume-Sonzogni F, 2014, Entre L’école et L’entreprise: La Discrimination en Stage. Une Sociologiepublique de L’ethnicisation des Frontières Scolaires [Between School and Business: Discrimination During Internships. A Public Sociology of the Ethnicization of School Boundaries]. Presses Universitaires de Provence, Aix-en-Provence.

Ryan J, Pollock K, Antonelli F, 2009, Teacher Diversity in Canada: Leaky Pipelines, Bottlenecks, and Glass Ceilings. Canadian Journal of Education, 32(3): 591–617.

Rochex J-Y, Chinon J, 2011, La Construction des Inégalités Scolaires. Au Coeur des Pratiques et des Dispositifs D’enseignement [The Construction of School Inequalities: At the Heart of Teaching Practices and Devices]. Presses Universitaires de Rennes, Rennes.

Dei GJ, Karumanchery LL, James-Wilson S, et al., 2000, Removing the Margins: The Challenges & Possibilities of Inclusive Schooling. Canadian Scholars’ Press, Edmonton.

Druez E, 2016, Réussite, Racisme et Discrimination Scolaires. L’expérience des Diplômé(e)s D’origine Subsaharienne en France [Success, Racism, and School Discrimination. The Experience of Graduates of Sub-Saharan Origin in France]. Terrains et Travaux, 29: 21–41.

Robson K, Anisef P, Brown RS, et al., 2018, Underrepresented Students and the Transition to Postsecondary Education: Comparing Two Toronto Cohorts. Canadian Journal of Higher Education, 48(1): 39–59. https://doi.org/10.47678/cjhe.v48i1.187972

Tremblay S, Magnan M-O, Levasseur C, 2018, Religion and Negotiation of the Boundary between Majority and Minority in Québec: Discourses of Young Muslims in Montréal CÉGEPs. Education Sciences, 8(4): 183. https://doi.org/10.3390/educsci8040183

Felouzis G, 2003, La Ségrégation Ethnique au Collège et ses Conséquences [Ethnic Segregation in Middle School and Its Consequences]. Revue Française Desociologie, 44(3): 413–447.

Picot G, Hou F, 2012, Statut D’immigrant, Développement des Compétences à un Jeune âge et Participation aux Études Postsecondaires: Comparaison entre le Canada et le Suisse [Immigrant Status, Skill Development at a Young Age, and Participation in Post-Secondary Education: A Comparison between Canada and Switzerland]. Statistics Canada, Social Analysis Division. https://www150.statcan.gc.ca/n1/fr/pub/11f0019m/11f0019m2012344-fra.pdf?st=ADpe5UTl

Kamanzi PC, Murdoch J, 2011, L’accès à un Diplôme Universitaire chez Lesimmigrants [Access to a University Degree among Immigrants], in Familles Québécoises D’origine Immigrante: Lesdynamiques de L’établissement. Presses de L’université de Montréal, Montréal, 45–158.

McAndrew M, 2015, La Réussite Éducative des Élèves Issus de L’immigration: Dix ans de Recherche et D’intervention au Québec [The Educational Success of Immigrant Students: Ten Years of Research and Intervention in Quebec]. Presses de L’université de Montréal, Montréal.

Dhume F, Dukic S, Chauvel S, et al., 2011, Orientation Scolaire et Discrimination. De L’(in)égalité de Traitement Selon “L’origine” [School Orientation and Discrimination. On the (In)Equality of Treatment Based on “Origin”]. La Documentation Française, Paris.

Ichou M, 2015, Origine Migratoire et Inégalités Scolaires: Étude Longitudinale des Résultats Scolaires des Descendants D’immigrés en France et en Angleterre [Migratory Origin and Educational Inequalities: Longitudinal Study of Academic Results among Descendants of Immigrants in France and England]. Revue Française de Pédagogie, 191: 29–46.

Kamanzi PC, Bastien N, Doray P, et al., 2016, Immigration et Cheminements Scolaires aux Études Supérieures au Canada: Qui y va et Quand? Une Analyse Longitudinale à Partir du Modèle de Cox [Immigration and Educational Pathways to Higher Education in Canada: Who Goes and When? A Longitudinal Analysis Using the Cox Model]. Canadian Journal of Higher Education, 46(2): 225–248. https://doi.org/10.47678/cjhe.v46i2.184865

Ainscow M, Miles S, 2008, Making Education for All Inclusive: Where Next? Prospects, 38: 15–34. https://doi.org/10.1007/s11125-008-9055-0

Booth T, Ainscow M, 2002, Index for Inclusion: Developing Learning and Participation in Schools. Centre for Studies on Inclusive Education (CSIE), Bristol.

Ducharme D, 2007, L’inclusion en Classe Ordinaire des Élèves Présentant une Déficience Intellectuelle: Proposition d’un Cadre Organisationnel [Inclusion of Students with Intellectual Disabilities in Regular Classrooms: Proposal for an Organizational Framework]. Commission des Droits de la Personne et des Droits de Lajeunesse, Montréal.

Slee R, Allan J, 2005, Excluding the Included: A Reconsideration of Inclusive Education, in Policy and Power in Inclusive Education: Values into Practice. Routledge Falmer, New York.

Farmer D, Heller M, 2008, La Sociologie de L’éducation [Sociology of Education], in Initiation Thématique à la Sociologie. Éditions Prise de Parole, Sudbury, 123–158.

Prud’homme L, Vinneau R, Ramel S, et al., 2011, The Legitimacy of Diversity in Education: A Reflection on Inclusion. Éducation et Francophonie, 39(2): 6–22. https://doi.org/10.7202/1007725ar

De Grandmont N, 2010, Historique – Acceptation de la Différence dans la Société: Perspective Historique et Éléments Réflexifs [Historical – Acceptance of Difference in Society: Historical Perspective and Reflective Elements], in La Pédagogie de L’inclusion Scolaire: Pistesd’action pour Apprendre tous Ensemble (6th Edition). Presses de L’université du Québec, Québec, 47–62.

Thomazet S, 2008, L’intégration a des Limites, pas L’école Inclusive! [Integration has Limits, not Inclusive Education!]. Revue des Sciences de L’éducation, 34(1): 123–139. https://doi.org/10.7202/018993ar

Vienneau R, 2002, Pedagogy of Inclusion: Foundations, Definition, Challenges and Perspectives. Éducation et Francophonie, 30(2): 257–286. https://doi.org/10.7202/1079534ar

Gérin-Lajoie D, Jacquet M, 2008, Perspectives on the Inclusion of Minorities in the Canadian Francophone Minority Context. Éducation et Francophonie, 36(1): 25–43. https://doi.org/10.7202/018088ar

Ainscow M, Sandill A, 2008, Developing Inclusive Education Systems: The Role of Organisational Cultures and Leadership. International Journal of Inclusive Education, 14(4): 401–416. https://doi.org/10.1080/13603110802504903

Carlson Berg L, 2010, Inclusion en Milieu Scolaire Fransaskois : Perspectives Multiples. Cahier de la Recherche Actuelle sur L’immigration Francophone au Canada [Inclusion in Fransaskois School Settings: Multiple Perspectives. Current Research Notebook on Francophone Immigration in Canada]. Patrimoine Canadien, Ottawa.

Manço A, 2015, L’éducation Inclusive: Valeur Ajoutée Face aux Défis des Discriminations Multiples des Jeunes [Inclusive Education: Added Value in the Face of the Challenges of Multiple Youth Discriminations], in Pratiques pour une École Inclusive: Agir Ensemble. L’Harmattan, Paris.

McAndrew M, Potvin M, Borri-Anadon C, 2013, Le Développement D’institutions Inclusives en Contexte de Diversité: Recherche, Formation, Partenariat [The Development of Inclusive Institutions in the Context of Diversity: Research, Training, Partnership]. Presses de L’université du Québec, Québec.

Zay D, 2012, L’éducation Inclusive: Une Réponse à L’échec Scolaire? [Inclusive Education: A Response to School Failure?]. L’Harmattan, Paris.

Mercier M, 2007, École, Handicaps, Représentations Sociales et Résilience [School, Disabilities, Social Representations and Resilience], in École et Résilience. Odile Jacob, Paris.

Beaupré P, Landry L, 2010, Les Ressources qui Gravitent Autour de L’enseignant et de L’élève en Contexte D’inclusion [The Resources Surrounding the Teacher and the Student in the Context of Inclusion], in La Pédagogie de L’inclusion Scolaire: Un Défi Ambitieux et Stimulant (3rd Edition). Presses de L’université du Québec, Québec, 183–202. https://doi.org/10.2307/j.ctv1n35dsz.14

Loreman T, Deppeler J, Harvey D, 2010, Inclusive Education: Supporting Diversity in the Classroom (2nd Edition). Routledge, New York.

Perrenoud P, 1995, La Pédagogie à L’école des Différences. Fragments d’une Sociologie de L’échec [Pedagogy in the School of Differences. Fragments of a Sociology of Failure]. ESF, Paris.

Plaisance E, Belmont B, Verillon A, et al., 2007, Intégration ou Inclusion? Éléments pour Contribuer au Débat [Integration or Inclusion? Elements to Contribute to the Debate]. La Nouvelle Revue de L’adaptation et de la Scolarisation, 1(37): 159–164. https://doi.org/10.3917/nras.037.0159

Barton L, 2010, The Politics of Education for All, in Equality, Participation and Inclusion 1: Diverse Perspective (2nd Edition). Routledge, London. https://doi.org/10.4324/9780203839782

Mittler PJ, 2000, Working Towards Inclusive Education. David Fulton Publishers, London.

Angelides P, 2011, Forms of Leadership that Promote Inclusive Education in Cypriot Schools. Educational Management Administration and Leadership, 40(1): 21–36. https://doi.org/10.1177/1741143211420614

Bourdieu P, 1966, L’école Conservatrice. Les Inégalités Devant L’école et Devant la Culture [The Conservative School: Inequalities in Front of the School and Culture]. Revue Française de Sociologie, 7: 325–347.

Sefa Dei GJ, James IM, Karumanchery LL, et al., 2000, Removing the Margins: The Challenges and Possibilities of Inclusive Schooling. Canadian Scholars’ Press, Toronto.

Armstrong F, 2001, Intégration ou inclusion? L’évolution de L’éducation Spéciale en Angleterre [Integration or Inclusion? The Evolution of Special Education in England]. Revue Française de Pédagogie, 134: 87–96. https://doi.org/10.3406/rfp.2001.2774

Ryan J, 2006, Inclusive Leadership and Social Justice for Schools. Leadership and Policy in Schools, 5(1): 3–17. https://doi.org/10.1080/15700760500483995

Thomazet S, 2006, De L’intégration à L’inclusion. Une Nouvelle Étape dans L’ouverture de L’école aux Différences [From Integration to Inclusion: A New Stage in Opening Schools to Differences]. Le Français Aujourd’hui, 1(152): 19–27. https://doi.org/10.3917/lfa.152.0019

Changkakoti N, Akkari A, 2008, Families and Schools in a World of Diversity: Beyond Misunderstandings. Revue des Sciences de L’éducation, 34(2): 419–441.

Annamma SA, Connor D, Ferri BA, 2016, A Truncated Genealogy of DisCrit, in DisCrit: Critical Conversations Around Race, Class, & Disability. Teachers College Press, New York, 1–8.

Gotanda N, 1991, A Critique of “Our Constitution is Color-Blind”. Stanford Law Review, 44(1): 1–68. https://doi.org/10.2307/1228940

Durler H, 2015, L’autonomie Obligatoire. Sociologie du Gouvernement de soi à L’école [Mandatory Autonomy. Sociology of Self-Government in School]. Presses Universitaires de Rennes, Rennes.

Shields CM, 2010, Transformative Leadership: Working for Equity in Diverse Contexts. Educational Administration Quarterly, 46(4): 558–589. https://doi.org/10.1177/0013161X10375609

Magnan M-O, Gosselin-Gagne J, Charette J, et al., 2018, Administrators and Ethnocultural Diversity in Schools: An Action Research/Course in the Context of Montreal. Éducation et Francophonie, 46(2): 125–145. https://doi.org/10.7202/1055565ar

Rahm J, Malo A, Lepage M, 2016, Youth-Voice Driven After-School Science Clubs: A Tool to Develop New Alliances in Ethnically Diverse Communities in Support of Transformative Learning for Preservice Teachers and Youth. Alterstice, 6(1): 39–51. https://doi.org/10.7202/1038277ar

Alcoff L, 1991, The Problem of Speaking for Others. Cultural Critique, 20: 5–32. https://doi.org/10.2307/1354221

Gilborn D, Ladson-Billings G, 2010, Education and Critical Race Theory, in The Routledge International Handbook of the Sociology of Education. Routledge Taylor and Francis Group, London/New York, 37–47.

Verhoeven M, 2011, Carrières Morales et Épreuves Scolaires. Se Construire dans un monde Scolaire Inéquitable [Moral Careers and School Trials: Building Oneself in an Inequitable School World]. Éducation et Sociétés, 27(1): 101–115. https://doi.org/10.3917/es.027.0101

Freire P, 1974, Pédagogie des Opprimés: Suivi de Conscientisation et Révolution [Pedagogy of the Oppressed: Followed by Consciousness and Revolution]. Maspero, Paris.

Lefevre-Radelli L, 2019, L’expérience des Étudiants Autochtones à L’université: Racisme Systémique, Stratégies D’adaptation et Espoir de Changement Social [The Experience of Indigenous Students at the University: Systemic Racism, Adaptation Strategies, and Hope for Social Change], thesis, Université du Québec à Montréal.

Larochelle-Audet J, 2019, Organisation et Reproduction des Rapports de Domination dans les Distributions Dissymétriques du Travail Enseignant: Une Enquête du Point de vue D’enseignant-es de Groupes Racisés [Organization and Reproduction of Power Relations in Asymmetrical Distributions of Teaching Work: An Investigation from the Perspective of Teachers from Racialized Groups, thesis, Université de Montréal.

Larochelle-Audet J, Magnan M-O, Potvin M, et al., 2018, Les Compétences des Directions en Matière D’équité et de Diversité: Pistes Pour les Cadres de Référence et la Formation [Competencies of School Principals in Equity and Diversity: Guidelines for Frameworks and Training], Research Report, Observatory on Training for Diversity and Equity, UQAM. http://ofde.ca/les-competences-des-directions-en-matiere-dequite-et-de-diversite/

Larochelle-Audet J, Borri-Anadon C, Potvin M, 2016, Intercultural and Inclusive Teacher Training: The Conceptualization and Operationalization of Professional Skills. Éducation et Francophonie, 44(2): 172–195. https://doi.org/10.7202/1039027ar