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What Is The Meaning of the Integration of the Cultural Dimension into Schools, According to the Official Discourse of the Province of Québec?

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Author(s)
Côté, Héloïse
Simard, Denis
Contributor(s)
Social Sciences and Humanities Research Council of Canada
Keywords
culture and education
Quebec educative policies
partnerships between teachers and artists

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URI
http://hdl.handle.net/20.500.12424/1190
Online Access
http://mje.mcgill.ca/article/view/705
Abstract
ABSTRACT. Since 1992, Quebec’s Ministry of Education1 and Ministry of Culture and Communications have been creating programs designed to integrate a cultural dimension into schools – a process requiring partnerships between teachers and professionals in the cultural domain. This domain comprises the objects and practices pertaining to the realm of arts and aesthetics and the values which are associated with them, namely expressivity, subjectivity, emotions, sensitivity, singularity, imagination, creativity and feelings (Kerlan, 2004). What does this integration mean, according to Quebec’s official discourse? To answer this question, we relied on sociology of justification theory (Boltanski & Thévenot, 1991; Boltanski & Chiapello, 1999, 2002) and used discourse and content analysis to examine Quebec’s official discourse. Our results suggest that this discourse relies on many definitions of culture and justice. This plurality blurs the meaning of the integration of the cultural dimension and requires that teachers delineate it by themselves.    QUELLE SIGNIFICATION LE DISCOURS OFFICIEL DE LA PROVINCE DE QUÉBEC ACCORDE-T-ILÀ L’INTÉGRATIONDELADIMENSIONCULTURELLE À L’ÉCOLE ?  RÉSUMÉ. Depuis 1992, les ministères de l’Éducation et de la Culture et des Communications du Québec créent des programmes visant à intégrer la dimension culturelle à l’école, un processus qui repose sur des partenariats entre des enseignants et des professionnels de la dimension culturelle. Cette dernière est constituée des objets et des pratiques qui relèvent du domaine des arts, de l’esthétique et des valeurs qui leur sont associées, soit l’expressivité, la subjectivité, les émotions, la sensibilité, la singularité, l’imagination, la créativité et les sentiments (Kerlan, 2004). Que peut signifier cette intégration, selon le discours officiel de la province de Québec? Afin de répondre à cette question, nous nous sommes appuyés sur le cadre théorique de la sociologie de la justification (Boltanski et Thévenot, 1991; Boltanski et Chiapello, 1999, 2002) et avons recouru à des analyses de discours et de contenu pour examiner le discours officiel québécois. Nos résultats suggèrent que ce discours repose sur des définitions plurielles de la culture et de la justice. Cette pluralité embrouille la signification de l’intégration de la dimension culturelle à l’école et requiert que les enseignants définissent celle-ci par eux-mêmes.   
Date
2009-02-26
Type
info:eu-repo/semantics/article
Identifier
oai:ojs.ejournal.library.mcgill.ca:article/705
http://mje.mcgill.ca/article/view/705
Collections
McGill Journal of Education

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