Beyond Safe Spaces: Ecological Insights from Students and Educators in Alberta Gender and Sexuality Alliances
DOI :
https://doi.org/10.53967/cje-rce.7625Mots-clés :
Alliances pour le genre et la sexualité, jeunes 2SLGBTQI+, théorie de l’autodétermination, cadre socioécologique, climat scolaire, solidarité des enseignantsRésumé
Les « Gender and Sexuality Alliances » (GSA) sont des clubs dirigés par des élèves et soutenus par des enseignants qui favorisent l’inclusion et le bien-être des jeunes 2SLGBTQI+ au sein des établissements scolaires. Cette étude qualitative examine le fonctionnement des GSA à différents niveaux écologiques dans le contexte sociopolitique actuel de l’Alberta, en s’appuyant sur des entretiens menés auprès d’élèves, d’éducateurs et du personnel de soutien. S’appuyant sur la théorie de l’autodétermination et un cadre socioécologique, les résultats montrent que les GSA peuvent fonctionner comme des micro-écosystèmes favorisant l’autonomie, la compétence et les liens relationnels, tout en reflétant les contraintes institutionnelles, politiques et sociopolitiques qui façonnent les expériences des élèves de manière inégale. Les enseignants et les professionnels associés jouent un rôle essentiel, transcendant les frontières, pour soutenir les GSA et apaiser les tensions entre les contextes des élèves, de l’établissement scolaire et des politiques publiques. Cette étude apporte une compréhension ancrée dans le contexte des GSA en tant qu’espaces relationnels complexes qui favorisent, sans toutefois le garantir de manière uniforme, le bien-être des élèves au sein d’environnements éducatifs contestés.
Statistiques
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© Suzanna So Ha Wong, Maria Di Stasio, Jason M. Harley 2026
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
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