The Continuing Appeal of Disadvantage as Deficit: A Canadian Study in a Rural Context
Mots-clés :
educational disadvantage, deficit theory, teacher perceptions, rural education, language disadvantage, sociolinguistics, teacher educationRésumé
Des enseignants canadiens œuvrant dans des milieux ruraux ont fait l’objet d’un sondage quant à leur perception des caractéristiques des individus défavorisés. S’ils rattachent très justement la situation de ces personnes à divers traits de leurs milieux familiaux, ils indiquent aussi qu’ils adhèrent à une philosophie axée sur la notion de milieu défavorisé, théorie de plus en plus contestée dans les écrits. Les enseignants continuent de voir les enfants défavorisés comme des enfants vivant dans un milieu défavorisé. Une certaine importance est accordée au langage puisque le langage a toujours été considéré comme un facteur clé dans la définition de la personne défavorisée. Les répercussions des points de vue des enseignants ont été analysées et certaines recommandations en regard de la formation des maîtres ont été formulées.
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Références
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© John Edwards , Margaret McKinnon 1987
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons.
