Vers une gestion individualisée et externalisée de la difficulté scolaire au Québec

Bibliographic Data

ID3827992
AuthorsMarjorie Vidal, Marianne St-Onge
Year2020
Issue19
Pages127-150
Publication date2020-10-20
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCahiers de la recherche sur l éducation et les savoirs (JOURNAL)
Journal identifiersISSN: 1635-3544 • E-ISSN: 2265-7762
PublisherOpenEdition (PUBLISHER)
DOI10.4000/cres.5003
OpenAlexW3095424198
LanguageFR
References cited23

The aim of this article is to understand how some school practices for pupils in vulnerable situations are based on the same logic as that which led to the marginalisation of these pupils in the first place. It is based on a case study that took place over a period of three and a half years in a high school located in a disadvantaged and multi-ethnic area in Montreal (Québec). Based on the concept of school form (Vincent, 1980), we will present some remedial practices, which are part of an individualised and externalised management of school difficulties and could lead to strengthen the alignment between school intervention and management practices

Humanities · Political science · Educational Practices and Policies · Evaluation and Performance Assessment · Social Sciences and Governance · Philosophy

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