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A geography of the imaginary: mapping Francophone identities and curriculum perspectives in the postcolonial present

Rédigé par :: [mardi 16 décembre 2008 08:36] Denière mise à jour par Kaitie Babin :: [vendredi 21 août 2020 12:01]
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Année : 2008 Auteur(s) et collaborateur(s) Thompson, Laura A.; Thème Alberta
Francophones
Géographie - Cartographie
Identité
Ville : , Edmonton Maison d'édition : , University of Alberta Résumé
In the province of Alberta, the recent phenomenon of French-speaking newcomers, who are multicultural, multiracial, multilingual, multiethnic and multifaith, is putting into question the concept of a collective Francophone identity in Canada. On the one hand, the notion of a collective Francophone identity has been evolving for several decades. On the other, changing demographics are challenging the already elusive concept of Francophone identity across Canada, thus making the notion increasingly difficult to define. The question therefore remains: who is Francophone in Canada? Given the increasing pluralism in Francophone communities in Alberta, it is critical for the Francophone educational milieu to reflect and value the diverse nature of lived Francophone experiences. The distinct mission of Francophone schools outside Québec is to enable official language minority students to develop a Francophone identity and a sense of belonging to the Francophone community. If the Francophone school plays a fundamental role in integrating language, identity, culture and community, then what happens when the face of the francophonie itself changes? By emphasizing the importance of diversity and respect for differences, my research study is an attempt to highlight ways in which issues of Canadian and Francophone identities can be approached to recognize our differences as well as some sense of Canada and the francophonie we are (becoming) familiar with. As a Francophone teacher-researcher in a minority setting, I am particularly drawn to explore how Grade 7 students perceive and construct the francophonie and their Francophone identity as lived in Alberta. Specifically, I consider how stories of history, memory, language and geography explore the lived experience of Francophones in Alberta, especially during an era of increasing pluralism. By paying attention to students' lived experiences and to my own, and by analyzing the complex ways in which students negotiate local contexts and conditions with postcolonial interests and influences, this qualitative research can help educators explore the problems and possibilities of a plural francophonie in Alberta and Canada.