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Colleges D'enseignement General Et Profesionel" (CEGEP's) in Quebec

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Colleges D'enseignement General Et Profesionel DOCUMENT RESUME ED 382 230 JC 950 082 AUTHOR Bertrand, Mireille TITLE Pratiques d'Education Interculturelle au CEGEP: Repertoire Analytique et Critique (Practices Related to Intercultural Education in the CEGEP: An Analytical and Critical Review). INSTITUTION Vanier Coll., Montreal (Quebec). REPORT NO 1532-04-11; ISBN-2-9210-24-24-1 PUB DATE 94 NOTE 284p. PUB TYPE Information Analyses (070) Reports Descriptive (141) Tests/Evaluation Instruments (160) LANGUAGE French EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS *Classroom Techniques; Community Colleges; Cultural Pluralism; Ethnic Groups; Foreign Countries; *Multicultural Education; School Demography; *Social Sciences; Teaching Methods; Two Year Colleges IDENTIFIERS *Colleges of General and Professional Education PQ ABSTRACT This report provides an overview of intercultural educational in the letters and social sciences programs offered at English-speaking "colleges d'enseignement general et profesionel" (CEGEP's) in Quebec. Chapter I establishes the research problem, noting that both the French- and English-speaking colleges in the CEGEP system are increasingly multicultural, with 3.4% of the students at the francophone CEGEP's and 27.1% of the students at the anglophone CEGEP's having native languages other than English or French. Chapter I also provides a review of the research on ethnic diversity at the college level, presents the objectives of the study, and defines terms. Chapter II looks at the theoretical literature on intercultural, multicultural, or multiethnic education, looking at general objectives and objectives specific to Quebec. Chapter III reviews the research methodology, which involved a survey of and interviews with social science and letters instructors regarding their intercultural instructional practices. Chapter IV describes these practices by discipline, includingdescriptions of individual programs within the social science, humanities, English, and modern language blocks. Information is also presented on the courses involved, objectives pursued, themes covered, cultures studied, perspectives adopted, pedagogical methods employed, and instructional resources used. Chapter V summarizes the needs expressed and solutions proposed by the respondents. After chapter VI provides an interpretation of the findings, conclusions are presented about the research itself. The questionnaire and data analyses are appended. The reference section and bibliography contain 138 citations. (AC) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Mireille Bertrand PRATIQUESD'EDUCATION INTERCULT ELLE AUCEGEP: REPERTOI ANALYTIQUE ET CRITIQUE "PERMISSION TO REPRODUCE MIS U.S. DEPARTMENT OF EDUCATION Off cil of EducaonslP144011011 AMimprovement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) M. Bertrand /11( This document hisbun roproduud u 1,111 received from the person or organization originating it O Minor changes have been made to improve reproduction quality TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC)." document do not necessarily reprosent official OERI position or policy. BEST COPY AVAILABLE Code de diffusion: 1532-04 11 Mireille Bertrand PRATIQUES D'EDUCATION INTERCULTURELLE AUCEGEP: REPERTOIRE ANALYTIQUE ET CRITIQUE Code de diffusion: 1532-04 11 3 Conception et realisation de la recherche : Mireille Bertrand, professeure Impression : Services de l'imprimerie du College Vanier Tirage : 325 copies Code de diffusion : 1532-04-11 Depot legalBibliotheque du Quebec, 4e trimestre 1994 Depot legal - Bibliotheque du Canada, 4e trimestre 1994 ISBN : 2-9210-24-24-1 4 Cette recherche a ete realisee grace a une subvention du ministere del'Enseignement superieur et de Ia Science dans le cadre du Programmed'aide a la recherche sur l'enseignement et l'ap- prentissage. Le contenu du present rapport n'engage clue Ia responsabilitedu College Vanier et I'auteure. On peut obtenir des exemplaires supplementaires de ce rapport en s'adressant au Service de la planification, de la recherche et du developpement du College Vanier 821, avenue Sainte-Croix Saint-Laurent (Quebec) H4L 3X9 Telephone : (514) 744-7513 Telecopieur :(514) 744-7952 Remerciements Nous remercions la Direction generale de l'enseignement collegial (DGEC) du ministere de l'Enseignement superieur et de la Science (MESS) d'avoir subventionne cette recherche dans le cadre du Programme d'aide a la recherche sur I'enseignement et l'apprentissage (PAREA). Nous tenons egalement a exprimer notre gratitude envers les personnel suivantes pour leur collaboration a differentes &apes de la recherche: madame Morna Consedine, consultante ea recherche, ainsi que madame Marie McAndrew et monsieur Claude Lessard, taus deux professeurs a l'Universite de Montreal, qui nous ont guidee dans la conception, l'elaboration et Ia validation des instruments de collecte de donnees; madame Manon Champagne qui a assure la saisie des donnees; madame Denyse Lemay, chercheure et conseillere pedagogique au College de Bois-de-Boulogne, qui nous a prodigue ses conseils relativement a la presentation des donnees du repertoire de pratiques pedagogiques;mesdames Beverly Chandler, coordonnatrice de la bibliotheque du College Vanier, de meme que Elaine Greer, etudiante et employee de la biblio- theque, dont Ia contribution a permis de completerdans la mesure du possible les references des ressources didactiques recensees dans le repertoire; madame Jacinthe Rouisse qui a assure la revision linguistique et Ia plus grande partie de Ia mise en page; et madame Jose Courtois qui a mis la derniere main a la presentation materielle du present rapport. Nous sommes particulierement reconnaissante envers mesdames Carol Anne Inglis, Selma Tischer et Louise Lafortune pour leur contribution tout a fait exceptionnelle.Avec un souci du detail et une perseverance remarquables, madame Inglis, bibliothecaire au College Vanier, a effectue l'essentiel de la recherche bibliographique en vue de completer les references des ressources didactiques; avec beaucoup d'enthousiasme et de generosite, madame Tischer, professeure au College Vanier et responsable des affaires pedagogiques a la Federation autonome du collegial (FAC), s'est char* de la saisie des donnees supplementaires relativement aux ressources didactiques; enfin, madame Lafortune, consultante, chercheure et professeure au College Andre-Laurendeau, nous a conseillee et guidee tout au long de I'analyse des donnees et de la redaction du rapport avec une disponibilite et un professionalisme hors du commun. Et puis, un grand merci a tous les enseignants et enseignantes qui ont contribue a la validation du questionnaire, ainsi qu'a ceux et celles qui ont participe a la recherche en repondant au questionnaire ou en participant a une entrevue. Table des matieres ix TABLE DES MATIERES Résumé 1 Introduction 5 Chapitre premier - Problematique 8 1.1 Composition ethnoculturelle et linguistique de la clientele collegiale 9 1.1.1 Pourcentages dans le reseau et dans chacun des deux secteurs linguistiques 9 1.1.2 Eleves francophones, strangers, allophones ou issus des communautes culturelles au secteur de langue anglaise 12 1.2Etat de la recherche 14 1.3Question de recherche 17 1.4Definitions des termes operatoires 19 x Pratiques d'education interculturelle au cegep Chapitre II - Cadre theorique 23 2.1Education interculturelle, multiculturelle ou multiethnique : quelques reperes historiques et ideologiques 23 2.2Objectifs generaux de reducation interculturelle, multiculturelle ou multiethnique 25 2.3Education interculturelle : definition et objectifs specifiques pour le Quebec .. 27 2.4Perspective interculturelle 28 2.5Objectifs de la recherche 29 Chapitre III - Methode de recherche 32 3.1Echantillon 32 3.2Instruments de collecte des donnees 34 3.2.1 Questionnaire 34 3.2.2 Entrevues 38 3.3Codage et analyse des donnees 40 Table des matieres xi 3.4Criteres assurant la rigueui de la demarche 42 3.5Limites de la recherche 43 Chapitre IV - Description des pratiques 44 Ordre de presentation et d'analyse des pratiques 46 Bloc 1: Sciences sociales 51 Categoric 1: Anthropologie 1.0 Noms des cours recenses 51 1.1 Objectifs poursuivis 51 1.2 Themes abordes 52 1.3 Cultures etudiees 52 1.4 Perspectives adoptees 53 1 5 Methodes pedagogiques employees 54 1.6 Ressources didactiques utilisees 56 Categoric 2 : Sociologie 2.2 Noms des cours recenses 58 2.1 Objectifs poursuivis 58 2.2 Themes abordes 58 2.3 Cultures etudiees 59 2.4 Perspectives adoptees 60 2 5 Methodes pedagogiques employees 60 2.6 Ressources didactiques utilisees 61 xii Pratiques d'education interculturelle au cegep Categorie 3 : Histoire 3.0 Noms des cours recenses 62 3.1 Objectifs poursuivis 62 3.2 Themes abordes 63 3.3 Cultures etudides 63 3.4 Perspectives adoptees 63 3 5 Methodes pedagogiques employees 64 3.6 Ressources didactiques utilisees 64 Categoric 4 : Geographie 4.0 Noms des cours recenses 65 4.1 Objectifs poursuivis 65 4.2 Themes abordes 65 4.3 Cultures etudiees 66 4.4 Perspectives adoptees 67 4 5 Methodes pedagogiques employees 67 4.6 Ressources didactiques utilisees 68 Categoric 5 : Science politique 5.0 Noms des cours recenses 70 5.1 Objectifs poursuivis 70 5.2 Themes abordes 70 5.3 Cultures etudiees 72 5.4 Perspectives adoptees 72 5.5 Methodes pedagogiques employees 73 5.6 Ressources didactiques utilisees 74 Categorie
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