Vers une co-construction critique de communautés de pratique équitables en éducation
DOI :
https://doi.org/10.18357/otessaj.2024.4.1.62Mots-clés :
équité, droits de l'homme, EDI, diversité, inclusion, co-création, communauté de pratiqueRésumé
Au Canada, les élèves ont un accès inégal à des environnements sécuritaires et à l’apprentissage dans les écoles, ce qui a une incidence sur leur participation à l’éducation et sur la réalisation de leurs objectifs éducatifs. Les cours d’équité, de diversité et d’inclusion (EDI) destinés aux futurs éducateurs sont un moyen de les aider à comprendre que les avantages de la scolarité ne sont pas également accessibles à tous les élèves. Les auteurs décrivent comment des étudiants de niveau postsecondaire, membres de communautés en quête d'équité et de leurs alliés, ont travaillé ensemble, sous la direction d'un instructeur, pour co-créer des cours EDI. Les étudiants connaissaient déjà le modèle de communauté d'apprentissage entièrement en ligne (FOLC) dans lequel la voix et l'action des étudiants occupent une place importante. Alors que les étudiants co-concevaient de nouveaux cours EDI, la co-construction critique du modèle d’équité a été développée. Le modèle est ancré dans les droits de l’homme et repose sur un esprit partagé d’humilité et d’équité. Le modèle reconnaît le besoin de sécurité des élèves ainsi que la nécessité de conversations potentiellement inconfortables. Alors que, dans le passé, l’enseignement de l’équité avait tendance à se concentrer sur des aspects distincts de l’oppression dans la société en tant que sujets individuels, la co-construction du modèle d’équité repose plutôt sur la construction de ponts entre les concepts d’équité qui traversent les oppressions. Ces conceptions de l’équité croisée peuvent aider les futurs éducateurs à comprendre l’importance de démanteler l’oppression et de reconstruire des espaces d’apprentissage plus sûrs et plus inclusifs dans l’éducation.
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(c) Tous droits réservés Lorayne Robertson, Jessica Trinier, Roland Van Oostveen 2024
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