L’accès aux institutions scolaires des communautés dont la langue est fragile : une perspective canadienne
After examining certain elements in the debate regarding the control of access to the educational institutions of communities whose language is in a fragile situation, the author presents the contrasting choices made in this respect over the past forty years by the French-speaking minority in Canada...
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| Format: | Article |
| Language: | English |
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Université libre de Bruxelles - ULB
2016-01-01
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| Series: | Brussels Studies |
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| Online Access: | http://journals.openedition.org/brussels/1320 |
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| author | Marie Mc Andrew |
| author_facet | Marie Mc Andrew |
| author_sort | Marie Mc Andrew |
| collection | DOAJ |
| description | After examining certain elements in the debate regarding the control of access to the educational institutions of communities whose language is in a fragile situation, the author presents the contrasting choices made in this respect over the past forty years by the French-speaking minority in Canada depending on whether or not it has the status of regional majority, as well as some of the consequences. The Canadian experience illustrates two approaches, namely that of the protection of a fragile minority by limiting access to the educational institutions it controls to people who have a historical or special connection to the language which defines it, or the dynamic use of schooling in an objective to transform ethnolinguistic relationships. Both approaches have some relevance. However, the first is clearly defensive and should be limited to groups whose vulnerability – which is not historical yet nevertheless present – is still recognised. The second has many more advantages and testifies to a dynamic definition of belonging and culture, which guarantees significant future development. |
| format | Article |
| id | doaj-art-d2bd5a2e908c40f1b5d0e0f0717dc134 |
| institution | Matheson Library |
| issn | 2031-0293 |
| language | English |
| publishDate | 2016-01-01 |
| publisher | Université libre de Bruxelles - ULB |
| record_format | Article |
| series | Brussels Studies |
| spelling | doaj-art-d2bd5a2e908c40f1b5d0e0f0717dc1342025-08-02T20:11:14ZengUniversité libre de Bruxelles - ULBBrussels Studies2031-02932016-01-0110.4000/brussels.1320L’accès aux institutions scolaires des communautés dont la langue est fragile : une perspective canadienneMarie Mc AndrewAfter examining certain elements in the debate regarding the control of access to the educational institutions of communities whose language is in a fragile situation, the author presents the contrasting choices made in this respect over the past forty years by the French-speaking minority in Canada depending on whether or not it has the status of regional majority, as well as some of the consequences. The Canadian experience illustrates two approaches, namely that of the protection of a fragile minority by limiting access to the educational institutions it controls to people who have a historical or special connection to the language which defines it, or the dynamic use of schooling in an objective to transform ethnolinguistic relationships. Both approaches have some relevance. However, the first is clearly defensive and should be limited to groups whose vulnerability – which is not historical yet nevertheless present – is still recognised. The second has many more advantages and testifies to a dynamic definition of belonging and culture, which guarantees significant future development.http://journals.openedition.org/brussels/1320languescultureenseignement |
| spellingShingle | Marie Mc Andrew L’accès aux institutions scolaires des communautés dont la langue est fragile : une perspective canadienne Brussels Studies langues culture enseignement |
| title | L’accès aux institutions scolaires des communautés dont la langue est fragile : une perspective canadienne |
| title_full | L’accès aux institutions scolaires des communautés dont la langue est fragile : une perspective canadienne |
| title_fullStr | L’accès aux institutions scolaires des communautés dont la langue est fragile : une perspective canadienne |
| title_full_unstemmed | L’accès aux institutions scolaires des communautés dont la langue est fragile : une perspective canadienne |
| title_short | L’accès aux institutions scolaires des communautés dont la langue est fragile : une perspective canadienne |
| title_sort | l acces aux institutions scolaires des communautes dont la langue est fragile une perspective canadienne |
| topic | langues culture enseignement |
| url | http://journals.openedition.org/brussels/1320 |
| work_keys_str_mv | AT mariemcandrew laccesauxinstitutionsscolairesdescommunautesdontlalangueestfragileuneperspectivecanadienne |