Le lien social à l'épreuve de la modernité tardive : vers une approche compréhensive de l'expérience des enfants face à la diversité à l'école de langue française en Ontario
Year:
2008
Author :
Volume and number:
, 36
Collection:
, 2
Journal:
, Éducation et francophonie
Pages :
, 98-117
Abstract
L’expérience des enfants à l’école de langue française en Ontario permet de mieux comprendre la question du lien social dans un contexte de diversification de la clientèle scolaire. Il s’agit, plus particulièrement, de voir comment une telle école, conçue dans le contexte de l’État-Nation moderne afin de sauvegarder la langue et la culture d’une communauté, se redéfinit et compose, à travers les contributions des enfants, avec la diversité, que celle-ci concerne les appartenances ethnoraciales, le genre, la classe sociale ou le handicap, dans le contexte de la modernité tardive. Le présent article, qui s’appuie sur des données issues d’une étude menée entre 2003 et 2006, vise à apporter un éclairage sur la question. Les illustrations présentées montrent comment les élèves construisent leurs expériences au quotidien au regard d’une telle diversité, participent à l’organisation de leur cité politique et négocient un ordre social à travers la prise de distance critique dont ils sont capables face aux normes établies. La construction du lien social par les enfants s’établit davantage grâce à des stratégies d’action en classe, des amitiés et des présentations de soi contextualisées, plutôt qu’à partir de vecteurs identitaires fixes qui renvoient à une origine, une religion ou une langue, éléments ou attributs constitutifs des grands récits aujourd’hui mis à mal dans le contexte de la modernité tardive.
The social bond in the context of late modernity: a comprehensive approach to the student’s experience with diversity in Ontario’s French-language schools
The experience of children in Ontario’s minority French-language schools helps us better understand the question of social bonds in a context of diversified school clientele. The article looks specifically at how Ontario’s French-language schools, developed in the modern nation-state context to protect a community’s language and culture, are, through the students’ contributions, redefining themselves and managing to handle the late modernity context with its diversity of ethno-racial groups, sex, social class or handicaps. The discussion begins with a theory on the link between the social bond and the sociology of childhood. The social bond defined as sociability allows the authors to take a deeper look at how students weave the social fabric. Methodological precisions are then presented, and three illustrations from contrasting contexts are discussed, using data from a research project conducted between 2003 and 2006 on multi-level classrooms and being a student in Ontario’s French-language schools. The analysis of the three illustrations shows how the students construct their daily experiences in relation to diversity, participating in the organization of their own environment and negotiating a social order, by taking the critical distance that children are capable of when faced with established standards. The cases examined in this article show that children build social bonds through action strategies in the classroom, friendships and presentations of a contextualized self, which from fixed identifying vectors, go back to an origin, a language or a condition.
The social bond in the context of late modernity: a comprehensive approach to the student’s experience with diversity in Ontario’s French-language schools
The experience of children in Ontario’s minority French-language schools helps us better understand the question of social bonds in a context of diversified school clientele. The article looks specifically at how Ontario’s French-language schools, developed in the modern nation-state context to protect a community’s language and culture, are, through the students’ contributions, redefining themselves and managing to handle the late modernity context with its diversity of ethno-racial groups, sex, social class or handicaps. The discussion begins with a theory on the link between the social bond and the sociology of childhood. The social bond defined as sociability allows the authors to take a deeper look at how students weave the social fabric. Methodological precisions are then presented, and three illustrations from contrasting contexts are discussed, using data from a research project conducted between 2003 and 2006 on multi-level classrooms and being a student in Ontario’s French-language schools. The analysis of the three illustrations shows how the students construct their daily experiences in relation to diversity, participating in the organization of their own environment and negotiating a social order, by taking the critical distance that children are capable of when faced with established standards. The cases examined in this article show that children build social bonds through action strategies in the classroom, friendships and presentations of a contextualized self, which from fixed identifying vectors, go back to an origin, a language or a condition.
Theme :
FrancophonesYouthSchool SettingOntarioEarly Childhood
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