L’humanisation de l’école secondaire par l’implantation d’un processus d’auto-développement

Abstract

The implementation of large complex schools, known as secondary multi-purpose schools, which resulted from the educational reform in Quebec during the 1960s did not come about without difficulty. Moreover, critics of the day made an issue of the problems. The term most often used to describe the state of idleness which reigned was dehumanization. With the purpose of helping secondary teaching establishments to find solutions to their problems, a research team attempted to implement a process of self-development in ten schools. One of the important aspects of this project was to provide each school, by way of institutional analysis, with a diagnosis of the state of its operation so that those concerned (students, teachers, parents, and administrators) could effect the desired changes. For a large majority of these institutions, the project had an important impact. Moreover, for half of the institutions, the project instigated the establishment of a management plan and a practice of frequent consultations.