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Formation Interculturelle Au Québec (1986-1996) Évaluation Des Sessions Et Des Programmes

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Formation Interculturelle Au Québec (1986-1996) Évaluation Des Sessions Et Des Programmes FORMATION INTERCULTURELLE AU QUÉBEC (1986-1996) ÉVALUATION DES SESSIONS ET DES PROGRAMMES RAPPORT DE RECHERCHE Fernand Ouellet Service de formation interculturelle Faculté de théologie, d’éthique et de philosophie, Université de Sherbrooke Claude Charbonneau Département de psychologie Université de Sherbrooke Ratna Ghosh Faculty of Education McGill University Avec la collaboration de Coryse Ciceri Université de Montréal Michèle Normand Université de Montréal Anushree Varma Université McGill Université de Sherbrooke, janvier 2000. Cette recherche a été rendu possible grâce à une subvention de Patrimoine Canada (Programme d’études ethniques) et d’Immigration et Métropoles. 2 LA FORMATION INTERCULTURELLE AU QUÉBEC LA FORMATION INTERCULTURELLE AU QUÉBEC 3 TABLE DES MATIÈRES INTRODUCTION 5 I –ENQUÊTE AUPRÈS DES RESPONSABLES 6 II- ENQUÊTE AUPRÈS DES CLIENTÈLES ET DES RESPONSABLES ADMINISTRATIFS 9 PREMIÈRE PARTIE : LES INITIATIVES QUÉBÉCOISES EN FORMATION INTERCULTURELLE 11 I. LES PERFECTIONNEMENTS À L’ÉDUCATION INTERCULTURELLE OFFERTS AUX PERSONNELS SCOLAIRES 11 A. UN BILAN PROVISOIRE 11 Introduction 11 Les organismes publics et parapublics 13 2) Les commissions scolaires 22 3) Les programmes universitaires 43 4) Les personnes ressources 58 Conclusion 61 B. FICHES SYNTHÈSES RÉALISÉES PAR MICHÈLE NORMAND 63 1) Direction des services aux communautés culturelles 63 2) Centre d’éducation interculturelle et de compréhension internationale (CÉICI) 73 3) Service aux relations interculturelles 79 4) Service à l’éducation multiculturelle et multiraciale 86 5) Certificat d’intervention en milieu multiethnique 93 6) Service de formation interculturelle 103 8) Maurice Chalom. Conseiller en relation avec la communauté.Service de police de la Communauté urbaine de Montréal 128 9) Monsieur Albert Doutreloux. Anthropologue 134 10) Marcel Saint-Jacques. Conseil scolaire de l’île de Montréal 140 II – LES PERFECTIONNEMENTS EN INTERCULTUREL OFFERTS DANS LES INSTITUTIONS PUBLIQUES ET PARAPUBLIQUES, LES ENTREPRISES PRIVÉES ET LES MILIEUX COMMUNAUTAIRES 146 A- UN BILAN PROVISOIRE 146 1) Les personnes ressources et les organismes de formation 147 2) Les activités de formation 152 3) L’identification des besoins 158 4) Les impacts des le formation et les obstacles à la formation : quelques défis à relever 159 B. FICHES-SYNTHÈSES RÉALISÉES PAR CORYSE CICERI 162 1) Collège Bois-de-Boulogne 162 2) École de service social 173 3) Centre de recherche et de formation 181 4) Table de concertation des organismes 191 4 LA FORMATION INTERCULTURELLE AU QUÉBEC 5) La Division des Affaires interculturelles (DAI) 200 6) Direction de l’éducation et des communications 213 7) Québec Multi-plus 226 8) Ateliers-CIPC 236 9) Association pour l’éducation interculturelle du Québec (APEIQ) 247 III. LES PERFECTIONNEMENTS OFFERTS AUX PERSONNELS DES INSTITUTIONS ANGLOPHONES. 255 A. UN BILAN PROVISOIRE 255 B. FICHES-SYNTHÈSES PAR ANUSHREE VARMA 267 1) Cegep Vanier( Peggy Vajo-McCoy, Dorothy Wills) 267 2) Cegep Vanier (David Johnson) 272 3) Marianopolis College ( Elizabeth M. Morey ) 276 4) Dawson College (Bruno Geslain) 280 5) Native Access to Engineering (Corinne Jette) 285 6) Black Theatre (Nancy Delva) 288 7) Teesri Duniya Theatre 294 8) Multiracial and Multicultural Education Services 307 9) Multicultural Health Clinic (Louise Auger, MD) 318 10) Concordia University (Professor Alie Klegghorn) 325 11) Sureté du Québec (Ramesh Singhal) 329 DEUXIÈME PARTIE : ÉVALUATION DES SESSIONS ET DES PROGRAMMES DE FORMATION. 337 I- CONTEXTE DE LA RECHERCHE 337 II- MÉTHODE 339 III - RÉSULTATS 351 IV - INTERPRÉTATION ET CONCLUSIONS 360 CONCLUSION ET PROSPECTIVES 364 APPENDICE A TAXONOMIE DES OBJECTIFS DE FORMATION 370 APPENDICE B QUESTIONNAIRE POUR LE GROUPE DES FORMÉS 378 APPENDICE C QUESTIONNAIRE POUR LE GROUPE TÉMOIN 393 APPENDICE D QUESTIONNAIRE POUR LE GROUPE DES 407 APPENDICE E LETTRES ACCOMPAGNANT LES QUESTIONNAIRES 411 ANNEXE 1 LETTRE AUX RESPONSABLES D'ORGANISMES DE FORMATION INTERCULTURELLE 417 INTRODUCTION Le présent rapport décrit les travaux effectués dans le cadre du projet «La formation interculturelle au Québec (1986-1996)» qui a reçu une subvention de 38 000$ de Multiculturalisme et citoyenneté Canada (1997-1999). Ce projet visait à établir un bilan critique des principales initiatives qui ont été prises de 1986 à 1990 pour fournir une formation interculturelle à six catégories d’intervenants : 1) en éducation, 2) en service social, 3) dans les services de santé, 4) dans les services de police 5) les fonctionnaires provinciaux 6) les fonctionnaires municipaux. Nous avons distingué six facettes principales dans la problématique de la formation interculturelle au Québec: 1) les principaux types d'activités de formation qui ont été offertes aux intervenants (objectifs, durée, formule pédagogique, contenu); 2) les présupposés théoriques sous-jacents à ces activités de formation et les interrogations que soulèvent certaines d'entre elles à la lumière des développements théoriques récents; 3) les raisons avancées par ceux et celles qui se sont inscrits à ces activités de formation pour justifier leur satisfaction ou leur insatisfaction; 4) les attentes des intervenants en matière de formation interculturelle; 5) les raisons invoquées par ceux qui ont décidé de ne pas s'inscrire à ces activités de formation interculturelle; 6) les obstacles qui ont empêché certains intervenants de s'inscrire à ces activités de formation interculturelle et des moyens qui pourraient être pris pour les surmonter. La recherche visait à faire une étude systématique de chacune de ces six facettes pour les six catégories d’intervenants et d’intervenantes mentionnées plus haut. Au cours de l’année 1997-1998, la recherche a porté sur les deux premières facetttes de cette problématique. Nous avons identifié les principaux organismes et les personnes qui ont offert de la formation interculturelle au cours des dix dernières années et nous avons effectué des entrevues auprès des responsables de ces organismes et auprès des personnes qui offrent des formations dans le domaine. Nous avons également compilé la documentation disponible sur la formation offerte par ces 6 LA FORMATION INTERCULTURELLE AU QUÉBEC organismes et ces personnes. En plus de permettre de compléter cette documentation, les entrevues nous ont permis de recueillir des données sur les points suivants : I- L'organisme II- Le (La) responsable III- Les activités de formations IV- La clientèle visée et atteinte par les activités de formation V- L’évaluation de ces activités VI- Les obstacles et les moyens de les surmonter (Le point de vue des formateurs) VII- Les postulats théoriques sous-jacents aux activités de formation VIII- La documentation disponible. On trouvera à l’annexe 1 la lettre envoyée aux personnes qui ont accepté de nous rencontrer en entrevue et la grille d’entrevues utilisée pour recueillir l’information sur chacun de ces points. L’année 1998-1999 a été consacrée à deux opérations : - Compléter la rédaction des fiches-synthèses présentant un aperçu synthétique des informations recueillies sur chacun des organismes et chacune des personnes qui ont offert des formations interculturelles, valider ces fiches auprès des personnes qui nous ont accordé des entrevues et rédiger un document présentant les points saillants qui se dégagent de l’analyse de ces fiches-synthèses. - Effectuer une recherche auprès de personnes qui ont déjà suivi des activités de formation offertes par certains de ces organismes afin de vérifier dans quelle mesure les objectifs visés dans les offres de formation ont été atteints. C’est dans le cadre de cette opération que nous avons pu explorer les quatre dernières facettes mentionnées plus haut de la problématique de la formation interculturelle au Québec. Le présent rapport présente un bilan de l’ensemble de ces opérations de recherches. Il est divisé en deux parties: I –ENQUÊTE AUPRÈS DES RESPONSABLES 1) Les perfectionnements offerts aux personnels scolaires francophones a) Bilan réalisé par Michèle Normand Ce bilan est subdivisé en quatre parties : LA FORMATION INTERCULTURELLE AU QUÉBEC 7 - Les perfectionnements offerts par des organismes publics et parapublics (Ministère de l’Éducation, Centre d’éducation interculturelle et de compréhension internationale) - Les perfectionnements offerts par des Commissions scolaires - Les perfectionnements offerts par des universités - Les perfectionnements offerts par des personnes ressources. b) Fiches-synthèses réalisées par Michèle Normand Ces fiches présentent une vue d’ensemble des informations qui nous ont été fournies par les organisations et les personnes-ressources suivantes : - Direction des services aux communautés culturelles (Marc-Yves Volcy) - Centre d’éducation interculturelle et de compréhension internationale (CÉICI) (Fernand Ouellet et Lucie Benoit). - Commission scolaire de Montréal (CSDM) / anciennement Commission des écoles catholiques de Montréal (CÉCM) (Service aux relations interculturelles (Bergman Fleury). - Service d’éducation multiculturelle et multiraciale Commission des écoles protestantes du Grand Montréal (Molière Estinville). - Certificat d’intervention en milieu multiethnique.. Faculté d’éducation permanente. Université de Montréal (Nicole Cardinal). - Service de formation interculturelle. Faculté de théologie, d’éthique et de philosophie. Université de Sherbrooke (Fernand Ouellet). - André Beauchesne. Faculté d’éducation. Université de Sherbrooke. - Maurice Chalom. Conseiller en relation avec la communauté. Service de police de la Communauté
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