Le curriculum (in)efficace : un aperçu de la manière dont l’Éducation canadienne a toujours (dé)servi les élèves réfugiés noirs
DOI :
https://doi.org/10.25071/1916-4467.40447Mots-clés :
étudiants réfugiés noirs, racisme anti-Noir, colonialisme, programme d'études, philosophie de l'éducationRésumé
Depuis au moins un siècle, les éducateurs ont cherché à définir à quoi devrait ressembler l'éducation, ses objectifs, son contenu et son approche, et comment elle pourrait être dispensée de la manière la plus efficace. Cependant, en examinant certaines des approches les plus prééminentes de l'histoire des programmes d'études, il est possible d'observer comment chacune de ces méthodes « efficaces » n'a pas été en mesure d'accueillir véritablement le caractère unique des étudiants réfugiés noirs. Malgré les affirmations de « célébration de la diversité », lorsque les éducateurs ne remettent pas en question et ne résistent pas aux structures et hypothèses Blanches, même le programme le plus efficace ne répond pas à l'Autre, mais sert plutôt de déguisement au racisme qui a longtemps structuré l'éducation canadienne. Je soutiens qu'au lieu d'un ensemble de règles toutes faites et efficaces, l'éducation doit être conceptualisée comme un acte d'ouverture inconditionnelle à l'Autre inconnu, aussi inconfortable et « inefficace » que cela puisse paraître.
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