Le curriculum (in)efficace : un aperçu de la manière dont l’Éducation canadienne a toujours (dé)servi les élèves réfugiés noirs

Auteurs-es

  • Rebeca Heringer University of Manitoba

DOI :

https://doi.org/10.25071/1916-4467.40447

Mots-clés :

étudiants réfugiés noirs, racisme anti-Noir, colonialisme, programme d'études, philosophie de l'éducation

Résumé

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.

Biographie de l'auteur-e

Rebeca Heringer, University of Manitoba

Rebeca Heringer is a PhD candidate in the Faculty of Education at the University of Manitoba. She currently works as a sessional instructor (University of Winnipeg and University of Manitoba) and a research assistant. Her main research and teaching areas are philosophy of education, educational psychology, anti-racism education and anti-oppressive research methodologies.

Références

Addams, J. (2017). The public school and the immigrant child. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (5th ed., pp. 55-57). Routledge. DOI: https://doi.org/10.4324/9781315125541-7

Apple, M. (1978). On analyzing hegemony. Journal of Curriculum Theorizing, 1(1), 10-27.

Apple, M. (2006). Educating the “right” way: Markets, standards, God, and inequality. Routledge.

Apple, M. (2014). Official knowledge: Democratic education in a conservative age. Routledge.

Apple, M., & King, N. (1977). What do schools teach? Curriculum Inquiry, 6(4), 341-358. DOI: https://doi.org/10.1080/03626784.1977.11075550

Banks, J. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19(1), 3-49. DOI: https://doi.org/10.3102/0091732X019001003

Bobbitt, F. (2017). Scientific method in curriculum-making. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (5th ed., pp. 11-18). Routledge.

Britzman, D. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. State University of New York Press.

Canadian Council for Refugees. (2010). Refugees and immigrants: A glossary. https://ccrweb.ca/en/glossary#:~:text=Refugee%20%E2%80%93%20a%20person%20who%20is,and%20is%20widely%20accepted%20internationally

Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, (1), 139-167.

Delgado, R., & Stefancic, J. (2017). Critical race theory: An introduction (3rd ed.). New York University Press. DOI: https://doi.org/10.2307/j.ctt1ggjjn3

Derrida, J. (2000a). Of hospitality. Stanford University Press.

Derrida, J. (2000b). HOSTIPITALITY. Angelaki: Journal of Theoretical Humanities, 5(3), 3-18. DOI: https://doi.org/10.1080/09697250020034706

Derrida, J. (2007). A certain impossible possibility of saying the event. Critical Inquiry, 33(2), 441-461. DOI: https://doi.org/10.1086/511506

Dewey, J. (1902). The child and the curriculum. University of Chicago Press.

Dewey, J. (1938). Experience and education. Free Press.

Dewey, J. (1964). John Dewey on education: Selected writings. University of Chicago Press.

Dewey, J. (2011). Democracy and education. Simon & Brown.

DiAngelo, R. (2018). White fragility: Why it's so hard for white people to talk about racism. Beacon Press.

Donald, D. (2012). Forts, colonial frontier logics, and Aboriginal-Canadian relations: Imagining decolonizing educational philosophies in Canadian contexts. In A. Abdi (Ed.), Decolonizing philosophies of education (pp. 91-111). Sense. DOI: https://doi.org/10.1007/978-94-6091-687-8_7

Eisner, E. (2017). Educational objectives—Help or hindrance? In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (5th ed., pp. 129-135). Routledge.

Fagan, M. (2013). Ethics and politics after poststructuralism: Levinas, Derrida and Nancy. Edinburgh University Press. DOI: https://doi.org/10.3366/edinburgh/9780748685134.001.0001

Fallace, T., & Fantozzi, V. (2017). Was there really a social efficiency doctrine? The uses and abuses of an idea in educational history. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (5th ed., pp. 83-97). Routledge.

Flinders, D. J., & Thornton, S. J. (2017). Looking back: A prologue to curriculum studies. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (5th ed., pp. 1-9). Routledge.

Flinders, D. J., & Thornton, S. J. (Eds.). (2017). The curriculum studies reader (5th ed.). Routledge.

Freire, P. (2017). The adulty literacy process as cultural action for freedom. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (5th ed., pp. 177-192). Routledge.

Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Academic. DOI: https://doi.org/10.4324/9780429269400-8

Freud, S. (2012). A general introduction to psychoanalysis. Wordsworth.

Freud, S. (2018). The ego and the id. Dover. DOI: https://doi.org/10.4324/9780429481550-11

Gorski, P. (2019). Avoiding racial equity detours. Educational Leadership, 76(6), 56-61.

Grumet, M. (1989). Generations: Reconceptualist curriculum theory and teacher education. Journal of Teacher Education, 40(1), 13-17. DOI: https://doi.org/10.1177/002248718904000104

Heron, B. (2007). Desire for development: Whiteness, gender, and the helping imperative. Wilfrid Laurier University Press.

hooks, B. (2015). Black looks: Race and representation. Routledge. DOI: https://doi.org/10.4324/9781315743226

James, C. (2009) Re/representation of race and racism in the multicultural discourse of Canada. In A. Abdi & L. Shultz (Eds.), Educating for human rights and global citizenship (pp. 97-112). State University of New York Press.

Kliebard, H. (1968). The curriculum field in retrospect. In P. Witt (Ed.), Technology and the curriculum (pp. 69-84). Teachers College Press.

Kumashiro, K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research, 70(1), 25-53. DOI: https://doi.org/10.3102/00346543070001025

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. DOI: https://doi.org/10.3102/00028312032003465

Ladson-Billings, G. (1998). Just what is critical race theory and what's it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7-24. DOI: https://doi.org/10.1080/095183998236863

Ladson-Billings, G. (1999). Preparing teachers for diverse student populations: A critical race theory perspective. Review of Research in Education, 24, 211-247. DOI: https://doi.org/10.2307/1167271

Lemisko, L., & Clausen, K. (2006). Connections, contrarieties, and convolutions: Curriculum and pedagogic reform in Alberta and Ontario, 1930-1955. Canadian Journal of Education, 29(4), 1097-1126. DOI: https://doi.org/10.2307/20054212

Leonardo, Z. (2009). Race, whiteness, and education. Routledge. DOI: https://doi.org/10.4324/9780203880371

Levinas, E. (1972). Humanisme de l’autre homme [Humanism of the other]. Le Livre de Poche.

Levinas, E. (1982). Éthique et infini [Ethics and infinity]. Le Livre de Poche.

Maynard, R. (2017). Policing Black lives: State violence in Canada from slavery to the present. Fernwood.

Mbembe, A. (2017). Critique of black reason. Duke University Press. DOI: https://doi.org/10.2307/j.ctv125jgv8

Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. University of California Press.

Ogbu, J. (1982). Cultural discontinuities and schooling. Anthropology & Education Quarterly, 13(4), 290-307. DOI: https://doi.org/10.1525/aeq.1982.13.4.05x1505w

Pinar, W. (2017). The reconceptualization of curriculum studies. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (5th ed., pp. 167-175). Routledge.

Popham, W. J. (2017). Objectives. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (5th ed., pp. 115-128). Routledge. (Original work published in 1972)

Rousseau, J. J. (1979). Emile, or, on education. Basic Books.

Ruitenberg, C. (2011). Hospitality and subjectification: On seeing children and youth as respondents. Jeunesse: Young People, Texts, Cultures, 3(2), 133-140. DOI: https://doi.org/10.1353/jeu.2011.0012

Ruitenberg, C. (2016). Unlocking the world: Education in an ethic of hospitality. Routledge. DOI: https://doi.org/10.4324/9781315631349

Smith, D. (2003). Curriculum and teaching face globalization. In W. Pinar (Ed.), International handbook of curriculum research (pp. 35-51). Lawrence Erlbaum.

Statistics Canada. (2017). Immigration and ethnocultural diversity: Key results from the 2016 Census. https://www150.statcan.gc.ca/n1/daily-quotidien/171025/dq171025b-eng.htm

Stewart, J. (2011). Supporting refugee children: Strategies for educators. University of Toronto Press.

Tecle, S., & James, C. (2014). Refugee students in Canadian schools: Educational issues and challenges. In C. Brewer & M. McCabe (Eds.), Immigrant and refugee students in Canada (pp. 147-160). Brush Education.

Todd, S. (2003). Learning from the Other: Levinas, psychoanalysis, and ethical possibilities in education. State University of New York Press.

Tuck, E., & Gaztambide-Fernández, R. A. (2013). Curriculum, replacement, and settler futurity. Journal of Curriculum Theorizing, 29(1), 72-89.

Tyler, R. (2017). Basic principles of curriculum and instruction. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (5th ed., pp. 73-82). Routledge.

Walcott, R., & Abdillahi, I. (2019). BlackLife: Post-BLM and the struggle for freedom. ARP Books.

Watkins, W. (2017). Black curriculum orientations: A preliminary inquiry. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (5th ed., pp. 219-234). Routledge.

Wilson, A. (2016, December 6). Coming in to Indigenous sovereignty: Relationality and resurgence [Video]. YouTube. https://youtu.be/XkQo_yr4A_w

Téléchargements

Publié-e

2021-12-13

Comment citer

Heringer, R. (2021). Le curriculum (in)efficace : un aperçu de la manière dont l’Éducation canadienne a toujours (dé)servi les élèves réfugiés noirs. La Revue De l’association Canadienne Pour l’étude De Curriculum , 19(1), 88–102. https://doi.org/10.25071/1916-4467.40447

Numéro

Rubrique

Articles