Corina Borri-Anadon, Geneviève Bergeron, Mathieu Point, Sylvain Letscher
{"title":"ÉDITORIAL : COMPRENDRE L’EXCLUSION POUR MIEUX TENDRE VERS L’INCLUSION?","authors":"Corina Borri-Anadon, Geneviève Bergeron, Mathieu Point, Sylvain Letscher","doi":"10.7202/1065653ar","DOIUrl":"https://doi.org/10.7202/1065653ar","url":null,"abstract":"<jats:p />","PeriodicalId":164568,"journal":{"name":"Understanding Exclusion to Better Work Towards Inclusion?","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130089872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to build a theoretical and critical reflection on the concept of exclusion and of its use in educational research, particularly on its link with the inclusion paradigm. Following a theoretical proposition that takes into account the various social inequalities that explains exclusion in the school context, an analysis of the presence of these inequalities within the different historical waves of inclusion in school reinforces the notion that the inclusion paradigm, at first associated with integration, has developed in relation with exclusion. In conclusion, the article reiterates that the denunciation of social inequalities is necessary to avoid having the inclusion paradigm leading only to cosmestic changes that reinforce the status quo.
{"title":"LE PARADIGME INCLUSIF À TRAVERS LE PRISME DES RAPPORTS SOCIAUX INÉGALITAIRES","authors":"R. Goyer, Corina Borri-Anadon","doi":"10.7202/1065654ar","DOIUrl":"https://doi.org/10.7202/1065654ar","url":null,"abstract":"This article aims to build a theoretical and critical reflection on the concept of exclusion and of its use in educational research, particularly on its link with the inclusion paradigm. Following a theoretical proposition that takes into account the various social inequalities that explains exclusion in the school context, an analysis of the presence of these inequalities within the different historical waves of inclusion in school reinforces the notion that the inclusion paradigm, at first associated with integration, has developed in relation with exclusion. In conclusion, the article reiterates that the denunciation of social inequalities is necessary to avoid having the inclusion paradigm leading only to cosmestic changes that reinforce the status quo.","PeriodicalId":164568,"journal":{"name":"Understanding Exclusion to Better Work Towards Inclusion?","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115297691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paradigm of inclusion promotes a qualitative way of including children with disabilities in school, and the role of the school environment becomes crucial. School and non-school actors, in a context of inclusion, can choose to work together and implement a process of temporary exclusion from the ordinary school environment by collectively reworking the inclusive norm. This “exclusion / inclusion” process is a subversive, negotiated, and creative process. The symbolic interactionism, the multidisciplinary analysis of the work situa- tions, and the activity clinic are mobilized to analyze this process. This qualitative research is based on observations, interviews, and a collection of institutional and professional documents produced during a socio-anthropological survey.
{"title":"LE PROCESSUS D’EXCLUSION / INCLUSION DES ENFANTS EN SITUATION DE HANDICAP À L’ÉCOLE","authors":"Olivier Kheroufi-Andriot","doi":"10.7202/1065663ar","DOIUrl":"https://doi.org/10.7202/1065663ar","url":null,"abstract":"The paradigm of inclusion promotes a qualitative way of including children with disabilities in school, and the role of the school environment becomes crucial. School and non-school actors, in a context of inclusion, can choose to work together and implement a process of temporary exclusion from the ordinary school environment by collectively reworking the inclusive norm. This “exclusion / inclusion” process is a subversive, negotiated, and creative process. The symbolic interactionism, the multidisciplinary analysis of the work situa- tions, and the activity clinic are mobilized to analyze this process. This qualitative research is based on observations, interviews, and a collection of institutional and professional documents produced during a socio-anthropological survey.","PeriodicalId":164568,"journal":{"name":"Understanding Exclusion to Better Work Towards Inclusion?","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123459084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article focuses on the school experience of youth with a language development disorder. Interviews conducted with adolescents and their parents were analyzed following a qualitative thematic analysis approach. Results reveal that, notwithstanding a few meaningful experiences of affiliation, the youth experienced numerous situations that point toward a weakening of their ties with the school and with others as well as an internalization of expectations and norms conveyed by the school setting. As reported by the participants, different organisational and pedagogical factors seem to play an important role in the construction of pitfalls related to the social sphere. In this sense, the results of- fer a different point of view on these youths’ pedagogical and social difficulties.
{"title":"L’EXPÉRIENCE SCOLAIRE DU POINT DE VUE DE JEUNES AYANT UN TROUBLE DÉVELOPPEMENTAL DU LANGAGE ET DE LEURS PARENTS : L’INFLUENCE DE FACTEURS SCOLAIRES ENVIRONNEMENTAUX DANS LA FRAGILISATION DES LIENS AUX AUTRES ET À L’ÉCOLE","authors":"Léna Bergeron, Geneviève Bergeron, S. Tardif","doi":"10.7202/1065658ar","DOIUrl":"https://doi.org/10.7202/1065658ar","url":null,"abstract":"This article focuses on the school experience of youth with a language development disorder. Interviews conducted with adolescents and their parents were analyzed following a qualitative thematic analysis approach. Results reveal that, notwithstanding a few meaningful experiences of affiliation, the youth experienced numerous situations that point toward a weakening of their ties with the school and with others as well as an internalization of expectations and norms conveyed by the school setting. As reported by the participants, different organisational and pedagogical factors seem to play an important role in the construction of pitfalls related to the social sphere. In this sense, the results of- fer a different point of view on these youths’ pedagogical and social difficulties.","PeriodicalId":164568,"journal":{"name":"Understanding Exclusion to Better Work Towards Inclusion?","volume":"32 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115837716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inclusive schooling requires that education be adapted to the di- versity of youth in order to reduce the processes of excluding certain students by promoting the continuity of education in mainstream schools. This article looks at a French college which developed inclusive schooling modalities. It is based on a qualitative methodology that is both comprehensive and centered on the confrontation of the actors’ points of view. The concepts of liminality and dilemma allow for the analysis of contradictions in the everyday life of the school staff. We raised three kinds of dilemmas that were experienced as trials and which revealed obstacles but were also source of reflections on inclusion. Finally, this research highlights the need of moving forward locally by “small steps” to enable all stakeholders to mobilize around an inclusive education project.
{"title":"UN COLLÈGE FRANÇAIS À L’ÉPREUVE DE L’INCLUSION : UNE SITUATION D’ENTRE-DEUX SOURCE DE DILEMMES","authors":"M. Laville, Éric Saillot","doi":"10.7202/1065660ar","DOIUrl":"https://doi.org/10.7202/1065660ar","url":null,"abstract":"Inclusive schooling requires that education be adapted to the di- versity of youth in order to reduce the processes of excluding certain students by promoting the continuity of education in mainstream schools. This article looks at a French college which developed inclusive schooling modalities. It is based on a qualitative methodology that is both comprehensive and centered on the confrontation of the actors’ points of view. The concepts of liminality and dilemma allow for the analysis of contradictions in the everyday life of the school staff. We raised three kinds of dilemmas that were experienced as trials and which revealed obstacles but were also source of reflections on inclusion. Finally, this research highlights the need of moving forward locally by “small steps” to enable all stakeholders to mobilize around an inclusive education project.","PeriodicalId":164568,"journal":{"name":"Understanding Exclusion to Better Work Towards Inclusion?","volume":"31 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115932588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Céline Chatenoud, Delphine Odier-Guedj, Sophie Camard, Mélina Rivard, H. M. Aldersey, A. Turnbull
This scoping review draws a portrait of current literature in the field of early childhood on parents’ advocacy against exclusion mechanisms still frequently experienced by their children with a developmental disability in our education systems which seek to be more inclusive. Twenty-two journal articles have been selected, demonstrating that parents face a twofold exclusion process. On the one hand, they fight for their children’s right to an inclusive education and, on the other hand, for their own right to fully and actively be part of the educational team. In order to push back against this phenomenon, one can rely on a model of partnership between families and service providers.
{"title":"ADVOCACY DE PARENTS D’ENFANTS AYANT UN TROUBLE DU DÉVELOPPEMENT ET MÉCANISMES D’EXCLUSION PRÉSCOLAIRES ET SCOLAIRES : ÉTUDE DE PORTÉE","authors":"Céline Chatenoud, Delphine Odier-Guedj, Sophie Camard, Mélina Rivard, H. M. Aldersey, A. Turnbull","doi":"10.7202/1065664ar","DOIUrl":"https://doi.org/10.7202/1065664ar","url":null,"abstract":"This scoping review draws a portrait of current literature in the field of early childhood on parents’ advocacy against exclusion mechanisms still frequently experienced by their children with a developmental disability in our education systems which seek to be more inclusive. Twenty-two journal articles have been selected, demonstrating that parents face a twofold exclusion process. On the one hand, they fight for their children’s right to an inclusive education and, on the other hand, for their own right to fully and actively be part of the educational team. In order to push back against this phenomenon, one can rely on a model of partnership between families and service providers.","PeriodicalId":164568,"journal":{"name":"Understanding Exclusion to Better Work Towards Inclusion?","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117215273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to understand the making of school exclusion by studying organizational social capital. It is based on an ethnographic case study that took place in a secondary school in a poor and multiethnic area in Montreal. The use of « school form » revealed how some practices that promote academic excellence and focus on school culture can create obstacles to inclusion, by re- producing a norm that contributes to exclude students in vulnerable situations.
{"title":"DE LA FABRICATION DE L’EXCLUSION SCOLAIRE EN MILIEU DÉFAVORISÉ ET MULTIETHNIQUE","authors":"Marjorie Vidal","doi":"10.7202/1065655ar","DOIUrl":"https://doi.org/10.7202/1065655ar","url":null,"abstract":"This article aims to understand the making of school exclusion by studying organizational social capital. It is based on an ethnographic case study that took place in a secondary school in a poor and multiethnic area in Montreal. The use of « school form » revealed how some practices that promote academic excellence and focus on school culture can create obstacles to inclusion, by re- producing a norm that contributes to exclude students in vulnerable situations.","PeriodicalId":164568,"journal":{"name":"Understanding Exclusion to Better Work Towards Inclusion?","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114893999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this contribution is to gain a better understanding of how language status is negotiated in superdiverse classrooms in French overseas departments in order to think differently about inclusive educational policies. First, we compare the concepts of translanguaging, interlecte, and mélangue. Then, we analyze — through the lens of the rhizome — verbal interactions in a pre-primary classroom where “awakening to languages” sessions are experienced. The study identifies several multilingual interaction strategies. The results show in particular how to rely on the students’ inner speech. By distinguishing compensatory strategies revealing a “language-problem” vision (VLP) from those aiming at social transformation (VTS), we eventually highlight the ideologies that condition students’ language inclusion.
{"title":"L’EXCLUSION LANGAGIÈRE DANS LES CLASSES SUPERDIVERSES EN OUTRE-MER FRANÇAIS : SILENCES, MAILLAGES ET PERSPECTIVE INCLUSIVE DANS L’OCÉAN INDIEN","authors":"P. Dubois","doi":"10.7202/1065661ar","DOIUrl":"https://doi.org/10.7202/1065661ar","url":null,"abstract":"The purpose of this contribution is to gain a better understanding of how language status is negotiated in superdiverse classrooms in French overseas departments in order to think differently about inclusive educational policies. First, we compare the concepts of translanguaging, interlecte, and mélangue. Then, we analyze — through the lens of the rhizome — verbal interactions in a pre-primary classroom where “awakening to languages” sessions are experienced. The study identifies several multilingual interaction strategies. The results show in particular how to rely on the students’ inner speech. By distinguishing compensatory strategies revealing a “language-problem” vision (VLP) from those aiming at social transformation (VTS), we eventually highlight the ideologies that condition students’ language inclusion.","PeriodicalId":164568,"journal":{"name":"Understanding Exclusion to Better Work Towards Inclusion?","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123699147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article focuses on the role of the institution and its actors in the construction of students’ difficulties. A content analysis was conducted on forms reporting student conduct and requesting special assistance for students between 2017 and 2018 in a Swiss canton. Results suggest that in a direct-to- student assistance delivery system, students’ faults are underscored or exaggerated in an effort to obtain assistance, and to respond to both the student’s needs and the needs of the teachers who are confronted with the challenges of a diverse school population. It is therefore crucial to rethink how resources are organised and granted in order to counter certain forms of exclusion and foster a more inclusive school system.
{"title":"SIGNALER UN ÉLÈVE POUR RÉPONDRE À SES BESOINS PARTICULIERS OU SOULAGER LE SYSTÈME?","authors":"Isabelle Noël","doi":"10.7202/1065656ar","DOIUrl":"https://doi.org/10.7202/1065656ar","url":null,"abstract":"This article focuses on the role of the institution and its actors in the construction of students’ difficulties. A content analysis was conducted on forms reporting student conduct and requesting special assistance for students between 2017 and 2018 in a Swiss canton. Results suggest that in a direct-to- student assistance delivery system, students’ faults are underscored or exaggerated in an effort to obtain assistance, and to respond to both the student’s needs and the needs of the teachers who are confronted with the challenges of a diverse school population. It is therefore crucial to rethink how resources are organised and granted in order to counter certain forms of exclusion and foster a more inclusive school system.","PeriodicalId":164568,"journal":{"name":"Understanding Exclusion to Better Work Towards Inclusion?","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124195379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines the roles of actors engaged in the preparation and implementation of individualized education plans (IEP), which are considered as devices that organize the social relationships between community and school actors. A literature review conducted using search engines and based on precise criteria allows for a discussion on the roles of these actors and their collaboration with regards to recently developed directions in inclusion and the possible effects of exclusion.
{"title":"ENJEUX DE COLLABORATION ENTOURANT LE PLAN D’ENSEIGNEMENT INDIVIDUALISÉ. ENTRE PROCESSUS D’INCLUSION ET D’EXCLUSION","authors":"Nathalie Bélanger, J. St-Pierre","doi":"10.7202/1065662ar","DOIUrl":"https://doi.org/10.7202/1065662ar","url":null,"abstract":"This article examines the roles of actors engaged in the preparation and implementation of individualized education plans (IEP), which are considered as devices that organize the social relationships between community and school actors. A literature review conducted using search engines and based on precise criteria allows for a discussion on the roles of these actors and their collaboration with regards to recently developed directions in inclusion and the possible effects of exclusion.","PeriodicalId":164568,"journal":{"name":"Understanding Exclusion to Better Work Towards Inclusion?","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114640035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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