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Immigration et francophonie dans les écoles ontariennes : comment se structurent les rapports entre les institutions, les parents et le monde communautaire ?
Open accessAbstract
L’immigration est un facteur important de diversification des écoles de langue française en Ontario. Comment se structurent les rapports entre les institutions, les parents et le monde communautaire dans la prise en considération de la diversité par les écoles de la minorité ? Nous présenterons les résultats d’une étude ethnographique combinée à une analyse de discours réalisée entre 2002 et 2004, où nous avons analysé les représentations et pratiques institutionnelles dans 15 écoles d’une grande ville ainsi qu’une initiative communautaire mise de l’avant par une association locale de femmes immigrantes, mettant ainsi en valeur la complexité des processus à l’oeuvre dans les relations entre l’école et les familles immigrées.
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Cited by
Prasad, G. (2020) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2017.1420033 · Cited by 53
Metadata
- Authors
- Farmer, D., & Labrie, N.
- Affiliations
- University of Toronto (CA)
- ORCID
- Farmer, Diane
- Venue
- Revue des sciences de l'éducation
- Publisher
- Consortium Erudit
- Published
- 2009-01-19
- Volume
- 34
- Issue
- 2
- Pages
- 377-398
- ISSN
- 0318-479X (ISSN-L)
- 1705-0065
- OpenAlex
- W2123133615
- Cited by
- 36
- References
- 0
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 1 · 2021: 2 · 2020: 3 · 2019: 1 · 2018: 5 · 2016: 2 · 2015: 5 · 2014: 4 · 2013: 2 · 2012: 5
- FWCI
- 11.33
- Type
- journal article
- Language
- fr
- Open access
- bronze
- doi.org
- Locations
- Revue des sciences de l éducation (publishedVersion)
- Érudit (Université de Montréal) (submittedVersion)
- Topics
- Social Sciences › Education › Education and experiences of immigrants and refugees
- Social Sciences › Cultural Studies › Immigration and Intercultural Education
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Keywords
- immigration, francophone schools, Ontario, immigrant families, school-family relations, community relations, diversity in schools, minority language education, institutional practices
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