Abstracts
Résumé
La récente controverse autour des accommodements raisonnables met en relief les enjeux identitaires, dans les écoles qui desservent une clientèle de plus en plus pluriethnique. La création des liens parents immigrants-écoles, essentielle et souhaitée, est modulée par des tensions sociales et politiques et représente un défi parfois difficile à relever. Cet article rapporte les résultats de groupes de discussion avec des parents et des enseignants dans deux écoles montréalaises, dans le but de documenter la relation parents immigrants-écoles. S’inspirant des recommandations formulées par les participants, la discussion offre des pistes pour repenser les échanges entre les parents et la communauté afin de générer des domaines de compréhension partagée.
Mots clés:
- immigration,
- tensions,
- relations parents-enseignants,
- focus groupes,
- questions d’identité
Summary
The recent controversy over reasonable accommodation has underscored identity issues in the increasingly multiethnic student population of Montreal schools. While the establishment of good relations between immigrant parents and schools is essential and to be encouraged, it is subject to sociopolitical tensions and represents a sometimes daunting challenge. In this article, the results of parent-teacher focus groups that were organized in two Montreal schools to collect data on these relations are presented. Building on recommendations made by parents and teachers, the article suggests avenues for rethinking interaction between parents and the community as a way of laying the groundwork for mutual understanding.
Key words:
- immigration,
- tensions,
- parents-teachers relations,
- focus groups,
- identity issues
Resumen
La reciente controversia alrededor de los acomodamientos razonables hace resaltar los retos identitarios en las escuelas que atienden a una clientela cada vez más multiétnica. La creación de los vínculos padres inmigrantes - escuelas, esencial y deseada, está modulada por tensiones sociales y políticas y representa un desafío a veces difícil de enfrentar. Este artículo presenta los resultados de unos grupos de discusión con padres y maestros en dos escuelas de Montreal, con el propósito de documentar la relación padres inmigrantes - escuelas. Inspirándose de las recomendaciones formuladas por los participantes, la discusión ofrece pistas para repensar los intercambios entre los padres y la comunicad, con la finalidad de generar dominios de comprensión compartida.
Palabras claves:
- inmigración,
- padres,
- maestros,
- tensiones,
- comprensión
Appendices
Références
- Benes, M.-F. (2001). L’intégration des jeunes immigrants et immigrantes à l’école québécoise. Texte présenté à l’intérieur du colloque Diversité culturelle, identité et langue : le rôle de l’éducation, tenu à Barcelone, Catalogne.
- Epstein, J.-L. (2001). School, family and community partnerships. Boulder, Colorado : Westview Press.
- Fazel, M., and Stein, A. (2002). The mental health of refugee children. Archives of Disease in Childhood, 87(5), 366-370.
- Fuligni, A. J. (1997). The Academic achievement of adolescents from immigrant families : the roles of family background, attitudes, and behavior. Child Development, 68(2), 351-363.
- Ghosh, R. (2002). Redefining multicultural education. Scarborough, Ontario : Nelson Thompson Learning.
- Guarnaccia, P. J. and Lopez, S. (1998). The mental health and adjustment of immigrant and refugee children. Child and Adolescent Psychiatric Clinics of North America, 7(3), 537-553.
- Hodes, M. (2000). Psychologically distressed refugee children in the United Kingdom. Child Psychology and Psychiatry Review, 5(2), 57-68.
- Lustig, S. L., Kia-Keating, M. and Knight Grant, W. (2004). Review of child and adolescent refugee mental health. Journal of the American Academy of Child and Adolescent Psychiatry, 43(1), 24-36.
- Lynch, E., and Stein, R. C. (1987). Parent participation by ethnicity : a comparison of Hispanic, Black, and Anglo families. Exceptional Children, 54(2), 105-111.
- McAndrew, M. (2001a). Diversité culturelle, langue et éducation. Que pouvons-nous apprendre d’une comparaison Québec-Catalogne ? Texte présenté à l’intérieur du colloque Diversité culturelle, identité et langue : le rôle de l’éducation, tenu à Barcelone, Catalogne.
- McAndrew, M. (2001b). Le partage d’institutions communes : une condition nécessaire à l’intégration ?Intégration des immigrants et diversité ethnoculturelle à l’école de demain : le débat québécois dans une perspective comparative. Montréal, Québec : Presses de l’Université de Montréal.
- Montgomery, C., Rousseau, C. and Shermarke, M. (2001). Alone in a strange land : unaccompanied minors and issues of protection. Canadian Ethnic Studies, 33(1), 102-119.
- Moro, M.-R. (2004). Le voile des adolescentes. L’autre, 5(2), 181-186.
- Okagaki, L. and Sternberg, R. J. (1993). Parental beliefs and children’s school performance. Child Development, 64(1), 36-56.
- Papageorgiou, V., Frangou-Garunovic, A., Iordanidou, R., Yule, W., Smith, P. and Vostanis, P. (2000). War trauma and psychopathology in Bosnian refugee children. European Child and Adolescent Psychiatry, 9(2), 84-90.
- Pavlovskaia, E. (2001). Education of immigrant children at the pre-school level in Sweden : an empirical study of how the education of immigrant children is conducted in practice. Lund, Sweden, Lund University, Department of Education.
- Pena, D. C. (2000). Parent involvement : influencing factors and implications. Journal of Educational Research, 94(1), 42-54.
- Pratt, G. (2002). Between homes : displacement and belonging for second generation Filipino-Canadian youths. Paper presented at the conference Research on Immigration and Integration in the Metropolis, Vancouver, British Columbia.
- Pronovost, G. (2004). Famille et communautés culturelles. Recherches sur la famille, 5(2), 1-2.
- Rousseau, C., Benoit, M., Lacroix, L. and Gauthier, M. F. (sous presse). Evaluation of a Sandplay program for preschoolers in a multiethnic neighborhood. Journal of Child Psychology and Psychiatry.
- Rumbaut, R. G. (1994). The crucible within : ethnic identity, self-esteem, and segmented assimilation among children of immigrants. International Migration Review, 28(4), 748-794.
- Sabin, M., Lopez, C. B., Nackerud, L., Kaiser, R. and Varese, L. (2003). Factors associated with poor mental health among Guatemalan refugees living in Mexico 20 years after civil conflict. JAMA, 290(5), 635-642.
- Singh, P. (1999). Pedagogic work, social class and cultural difference. Paper presented at the Australian Association for Research in Education Conference, Melbourne, Australia.
- Thomas, E. (2000). Culture and schooling : building bridges between research, praxis and professionalism. New York, New York : John Wiley and Sons.
- Valsiner, J. (1997). Culture and the development of children’s action : a theory of human development (2nd edition). New York, New York : John Wiley and Sons.
- Vatz Laaroussi, M. (2001). Le familial au coeur de l’immigration : les stratégies de citoyenneté des familles immigrantes au Québec et en France. Paris, France : L’Harmattan.
- Vatz Laaroussi, M., Rachedi, L., Kanouté, F. et Duchesne, K. (2005). Favoriser les collaborations familles immigrantes-écoles : soutenir la réussite scolaire. Un guide d’accompagnement. Sherbrooke, Québec : Université de Sherbrooke.
- Warner, R. (1999). The views of Bangladeshi parents on the special school attended by their young children with severe learning difficulties. British Journal of Special Education, 26(4), 218-223.