Capacitisme et (néo)racisme au sein des processus de classement scolaires au Québec : interprétations par les intervenants des difficultés des élèves issus de l’immigration
The school placement processes of students from immigrant backgrounds considered in “difficulty” is an international concern at the intersection of works relating to special education and those concerning the school experiences of students from immigrant backgrounds or racialized groups. The researc...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2021-03-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/3337 |
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| author | Tya Collins Corina Borri-Anadon |
| author_facet | Tya Collins Corina Borri-Anadon |
| author_sort | Tya Collins |
| collection | DOAJ |
| description | The school placement processes of students from immigrant backgrounds considered in “difficulty” is an international concern at the intersection of works relating to special education and those concerning the school experiences of students from immigrant backgrounds or racialized groups. The research problem of this article concerns the identification of these students as disabled or as having adjustment or learning difficulties. From a perspective anchored in Disability Critical Race Studies, this ethnographic study documents different interpretations of perceived difficulties made by school actors with regards to seven primary school students from immigrant backgrounds. Five interpretation-types are presented : 1) medicalization by dismissal of cultural markers, 2) medicalization by professional constraint, 3) medicalization by cultural deficit, 4) precautionary wait, and 5) cultural differentialism. Our results help to shed light on the special education overrepresentation phenomenon regarding these students and to understand how ableism and (neo)racism contribute to it. |
| format | Article |
| id | doaj-art-be07da1184444e4787dcb0d92a647295 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2021-03-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-be07da1184444e4787dcb0d92a6472952025-01-10T14:05:38ZfraNantes UniversitéRecherches en Éducation1954-30772021-03-014410.4000/ree.3337Capacitisme et (néo)racisme au sein des processus de classement scolaires au Québec : interprétations par les intervenants des difficultés des élèves issus de l’immigrationTya CollinsCorina Borri-AnadonThe school placement processes of students from immigrant backgrounds considered in “difficulty” is an international concern at the intersection of works relating to special education and those concerning the school experiences of students from immigrant backgrounds or racialized groups. The research problem of this article concerns the identification of these students as disabled or as having adjustment or learning difficulties. From a perspective anchored in Disability Critical Race Studies, this ethnographic study documents different interpretations of perceived difficulties made by school actors with regards to seven primary school students from immigrant backgrounds. Five interpretation-types are presented : 1) medicalization by dismissal of cultural markers, 2) medicalization by professional constraint, 3) medicalization by cultural deficit, 4) precautionary wait, and 5) cultural differentialism. Our results help to shed light on the special education overrepresentation phenomenon regarding these students and to understand how ableism and (neo)racism contribute to it. https://journals.openedition.org/ree/3337immigration and ethnicitycategorization in educationlearning difficulties and students in difficultyCanadaeducational inclusion and exclusion |
| spellingShingle | Tya Collins Corina Borri-Anadon Capacitisme et (néo)racisme au sein des processus de classement scolaires au Québec : interprétations par les intervenants des difficultés des élèves issus de l’immigration Recherches en Éducation immigration and ethnicity categorization in education learning difficulties and students in difficulty Canada educational inclusion and exclusion |
| title | Capacitisme et (néo)racisme au sein des processus de classement scolaires au Québec : interprétations par les intervenants des difficultés des élèves issus de l’immigration |
| title_full | Capacitisme et (néo)racisme au sein des processus de classement scolaires au Québec : interprétations par les intervenants des difficultés des élèves issus de l’immigration |
| title_fullStr | Capacitisme et (néo)racisme au sein des processus de classement scolaires au Québec : interprétations par les intervenants des difficultés des élèves issus de l’immigration |
| title_full_unstemmed | Capacitisme et (néo)racisme au sein des processus de classement scolaires au Québec : interprétations par les intervenants des difficultés des élèves issus de l’immigration |
| title_short | Capacitisme et (néo)racisme au sein des processus de classement scolaires au Québec : interprétations par les intervenants des difficultés des élèves issus de l’immigration |
| title_sort | capacitisme et neo racisme au sein des processus de classement scolaires au quebec interpretations par les intervenants des difficultes des eleves issus de l immigration |
| topic | immigration and ethnicity categorization in education learning difficulties and students in difficulty Canada educational inclusion and exclusion |
| url | https://journals.openedition.org/ree/3337 |
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