Star InactiveStar InactiveStar InactiveStar InactiveStar Inactive

Les politiques scolaires et l'inclusion des élèves issus de l'immigration dans les écoles de langue française en Ontario

Written by Pascale Rioux :: [Tuesday, 16 June 2020 09:21] Last updated by Pascale Rioux :: [Tuesday, 20 July 2021 12:37]
Average rating
Year: 2020 Authors and Collaborators Gérin-Lajoie, Diane; Theme Education
Francophones Outside Quebec
Public Policy
Volume and number: , 48-1 Journal: , Éducation et francophonie Publishing Company: , La francophonie : un objet à redéfinir Pages : , 164-183 Abstract For Ontario’s Francophones, the French-language school has always been an essential element of the community’s survival. With today’s highly diverse school population, this institution first faced gradual Anglicization among students and then opened its doors to young immigrant parents who settled in Ontario, particularly in the regions of Toronto and Ottawa. Young people with an immigrant background face significant challenges in their social and educational integration. This article examines the official political discourse on the inclusion of students from an immigrant background in French-language schools in Ontario. My thinking is based on the review of school policies and key documents on the issue. I conclude that since the beginning of the new millennium, efforts have certainly been made to facilitate the inclusion of immigrant students in schools. However, the official discourse is still based on principles that limit real inclusion by emphasizing the importance of a unique Francophone identity, rather than helping students to gain better understanding of the issues.