An Intercultural and Inclusive Competency “in Action” : Results of an Analysis of Teacher’s Stories of Practice Regarding Intervention in an Ethnoculturally Diverse Context

An Intercultural and Inclusive Competency “in Action” : Results of an Analysis of Teacher’s Stories of Practice Regarding Intervention in an Ethnoculturally Diverse Context

• Geneviève Audet, Université du Québec à Montréal, Canada

• Justine Gosselin-Gagné, Université du Québec à Montréal, Canada

• Rola Koubeissy, Université de Montréal, Canada

doi : 10.18162/fp.2022.612

Résumé

The 1998 Politique d’intégration scolaire et d’éducation interculturelle (MEQ) brought forward the importance of training teacher in order for them to “meet the educational challenges posed by the ethnocultural, linguistic and religious diversity of the students and by the need to ensure that they assimilate a set of shared values”. This lead to the formalisation of an “intercultural and inclusive competency” (Potvin et al., 2015). This article presents the results of an analysis of stories of practice (Desgagné, 2005) from teachers regarding intervention in an ethnoculturally diverse context, hence documenting the formalised competency “in action”.

Abstract

The 1998 Politique d’intégration scolaire et d’éducation interculturelle (MEQ) brought forward the importance of training teacher in order for them to “meet the educational challenges posed by the ethnocultural, linguistic and religious diversity of the students and by the need to ensure that they assimilate a set of shared values”. This lead to the formalisation of an “intercultural and inclusive competency” (Potvin et al., 2015). This article presents the results of an analysis of stories of practice (Desgagné, 2005) from teachers regarding intervention in an ethnoculturally diverse context, hence documenting the formalised competency “in action”.