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The Legitimacy of Diversity in Education: A Reflection on Inclusion Año de publicación: 2011 Autor: Luc Prud’homme | Raymond Vienneau | Serge Ramel | Nadia Rousseau Autor corporativo: Éducation et francophonie | Association canadienne d’éducation de langue française The objective of this article is to explore the theme of diversity in the classroom from the perspective of scholastic inclusion, or its alternative, scholastic and social exclusion. The article examines concepts that foster the positive and constructive recognition of diversity in the school setting, along with the social and cultural dimension of inclusion and the pedagogy of inclusion. La légitimité de la diversité en éducation : réflexion sur l’inclusion Año de publicación: 2011 Autor: Luc Prud’homme | Raymond Vienneau | Serge Ramel | Nadia Rousseau Autor corporativo: Éducation et francophonie | Association canadienne d’éducation de langue française Le présent texte a pour objectif de proposer une réflexion sur le thème de la diversité à l’école, et ce, sous l’angle de l’inclusion scolaire ou de son alternative, l’exclusion scolaire et sociale. Le texte examine ainsi certaines conceptions favorisant une reconnaissance positive et constructive de la diversité en contexte scolaire. Ensuite, il explore la dimension sociale et culturelle de ce phénomène pour enfin traiter la question de l’inclusion et de la pédagogie de l’inclusion. 
Citizens but Not Adults? Injunction to Be Responsible and Citizens in Official Coming of Age Rituals in Switzerland Año de publicación: 2018 Autor: Maxime Felder | Laurence Ossipow | Isabelle Csupor Autor corporativo: Lien social et Politiques Swiss municipalities organize ceremonies for their residents reaching the official age of full citizenship. In the six studied municipalities, local authorities invite them to a municipal council’s meeting, offer them a dinner or an aperitif, or organize them a show and a debate with role models. Speeches are central to these ceremonies, and authority representatives encourage their audience to be “good” citizens. Call to vote is the leitmotiv, but discourses reveal broader definitions of citizenship, insisting sometimes on a local commitment and volunteering, and sometimes on the necessity to fight climate change and inequalities. Comparing officials’ speeches to statements of young people participating in these events reveals “tensions”. Indeed, authority representatives address young citizens without considering them as fully adult, and they do not consider themselves as such neither. However, some of them are already involved in forms of vernacular citizenship, and are progressively leaving the municipality to study, work or travel. Ultimately, these ceremonies allow officials to stage their interest in the youth, which they consider as both uncompleted and essential to the renewal of democracy. 
Political Thought at School: Problem and Theoretical Foundations Año de publicación: 2019 Autor: Olivier Lemieux | Denis Simard Autor corporativo: Éducation et francophonie At a time when voter turnout is apparently declining, many are wondering what actions to take to curb the political alienation and rise of cynicism among younger generations. In this context, the school seems to be an important nerve centre for action. Although Quebec schools do not specifically offer political education, we believe that some knowledge, subject-specific skills, cross-curricular competencies and general areas of training are likely to contribute to the formation of political thought. But what exactly do we mean by «political thought»? The purpose of this article is to propose a construction of this concept, notably by situating it and distinguishing it from other central concepts of human sciences. We therefore believe that this article will provide a theoretical foundation for a broader research project on citizens’ «political competence», which adds to political thought the tendency to take an interest in and participate in public life. Pour une pensée politique à l’école: Problématique et fondements théoriques Año de publicación: 2019 Autor: Olivier Lemieux | Denis Simard Autor corporativo: Éducation et francophonie En un supposé temps de déclin de la participation électorale, plusieurs s’interrogent sur les moyens d’action capables de freiner l’aliénation politique des jeunes générations et la montée du cynisme. Dans ce contexte, l’école apparaît comme un champ d’action particulièrement névralgique. Si l’école québécoise n’offre pas spécifiquement une éducation politique, nous estimons cependant que certaines connaissances, compétences disciplinaires, compétences transversales et certains domaines généraux de formation sont susceptibles de participer à la formation d’une pensée politique. Mais qu’entendons-nous exactement par «pensée politique»? L’objet du présent article vise à proposer une construction de ce concept, notamment en le situant et en le distinguant d’autres concepts centraux de l’enseignement des sciences humaines. Ainsi, nous estimons que le présent article permettra de poser une première pierre théorique pour un plus vaste projet de recherche portant sur la « compétence politique» des citoyens, laquelle ajoute à la pensée politique la propension à s’intéresser à la vie publique et à y participer. 
The Role of Teachers in Education and Democracy: The Impact of a Research Project on Preservice Teacher Perceptions Año de publicación: 2015 Autor: Gina Thésée | Paul R. Carr | Franck Potwora Autor corporativo: McGill University. Faculty of Education This article presents reflections on a survey questionnaire related to the connection between education and democracy. A sample of 157 teacher-education students in Montreal completed a follow-up questionnaire after having participated in a research questionnaire (first study) concerning their perception and experience of the linkage between education and democracy. The first study underscored a weak democratic experience as well as an educational journey without a strong linkage to democracy, which concurs with our previous findings. However, the results of the follow-up survey indicate that participation in this inquiry generated socio-educational, epistemological, pedagogical, and methodological reflections, which could have significant implications for the perception of the role of educators. Le rôle des enseignants dans l’éducation et la démocratie: Impacts d’un projet de recherche sur la perception de futurs enseignants Año de publicación: 2015 Autor: Gina Thésée | Paul R. Carr | Franck Potwora Autor corporativo: McGill University. Faculty of Education Cet article étudie les réflexions suscitées par un questionnaire d’enquête portant sur les liens entre l’éducation et la démocratie. Un échantillon de 157 étudiants d’un programme de formation initiale des enseignants à Montréal a répondu à un questionnaire de suivi (seconde étude) après avoir rempli un questionnaire d’enquête (première étude) portant sur leurs perceptions et leurs expériences des liens entre l’éducation et la démocratie. La première étude révèle une expérience démocratique faible et un parcours éducatif pratiquement sans lien avec la démocratie, ce qui concorde avec les résultats d’études antérieures. Cependant, les résultats du questionnaire de suivi indiquent que la participation à l’enquête a suscité des réflexions d’ordre socioéducatif, épistémologique, pédagogique et méthodologique, qui pourraient avoir des retombées significatives sur leur perception du rôle de l’enseignant. 
Новые тенденции межкультурного диалога в контексте региональной геополитики Año de publicación: 2013 Autor: Munzifa Babadjanova Межкультурный и межрелигиозный диалог между цивилизациями – это начало нового пути к лучшему будущему. Диалог по международным проблемам, по различным вопросам культур и цивилизаций обуславливает устранение непонимания, сближает позиции и создает почву для большего обеспечения прав наций и государств путем установления равноправия и мира на международной арене. Особую актуальность приобретает распространение культурных стандартов сохранение этнокультурного многообразия и самобытных традиций в сочетании с развитием диалога и контактов. 
Study on measures taken by municipalities and recommendations for further action to challenge racism through education Año de publicación: 2006 Autor: Klaus Starl Autor corporativo: European Training and Research Centre for Human Rights and Democracy (Austria) Commitment 8 of the Ten-Point Plan of Action of the European Coalition of Cities against Racism requires the measures “Challenging Racism and Discrimination through Education”. This point aims to improve the access to and enjoyment of all forms of education, as well as the promotion of education in mutual tolerance and understanding. To reach this goal, the members of the coalition have been called to undertake activities, elaborate strategies and establish relevant institutions to influence society and train attitudes, behaviour and skills within the population. They are called to find out causes for racist tendencies among their population and to involve all stakeholders, particularly parents and school officials. As an external expert, the European Training and Research Centre for Human Rights and Democracy in Graz, Austria, (ETC Graz) was commissioned by UNESCO to carry out a study on the measures against racism already in place at a local level and serve as good illustration of “Commitment 8”. A major source of information was the written material provided by the selected cities. Additional or missing information could be obtained through direct exchanges and/or interviews with officers responsible for the municipalities and some NGOs. The material should not to be considered as complete. On the basis of the contributions sent in by the participating cities, the ETC assessed whether these actions/activities meet the objectives of Commitment 8. The authors used the following criteria to make this assessment: Does the action undertaken contribute to a) the improvement of access to education and promote equal opportunities; b) the impact of educational measures on individuals (potential victims and offenders) and on the atmosphere at school and in society. The following recommendations are derived from the eight selected measures documented in Chapter II, and the analysis on their “replicability” in Chapter III. The 12 recommendations explicitly or implicitly refer to the replicable documented measures. Where “replicability” requires specific conditions, or it is recommended to fulfil these conditions firstly, i.e. structural and institutional conditions, these are stated. The 12 recommendations are addressed to municipalities in Europe irrespective of their current membership in the European Coalition of Cities against Racism. As already mentioned the recommendations focus on meeting the requirements of Commitment 8, challenging racism through education. 
Study on measures taken by municipalities and recommendations for further action to achieve greater vigilance against racism: Commitment 1 of the Ten-Point Plan of Action Año de publicación: 2006 Autor: Klaus Starl Autor corporativo: UNESCO | European Training and Research Centre for Human Rights and Democracy (Austria) Commitment 1 of the Ten-Point Plan of Action of the European Coalition of Cities against Racism requires ‘Greater Vigilance against Racism’. This point aims at setting up a monitoring, vigilance and solidarity network against racism at the municipal level. To reach this goal, the members of the coalition are called to undertake activities, elaborate strategies and establish relevant institutions to monitor the local situation concerning structures in society, attitudes within the population and racist incidents. They are called to find out causes for racist tendencies among their population and establish solidarity networks involving all stakeholders, particularly civil society organisations. As an external expert, the European Training and Research Centre for Human Rights and Democracy in Graz, Austria, (ETC Graz) was commissioned by UNESCO to carry out a study on the measures already taken against racism at the local level that serve as good illustration of ‘Commitment 1’. Major information resource was the written material provided by the selected cities. Through direct exchange and/or interviews with responsible officers of the municipalities and some NGOs, additional or missing information could be obtained. The material is not to be considered as complete. On the basis of the contribution sent in by the participating cities, the ETC made an assessment whether these actions/activities meet the objective of the Commitment 1. The authors used the following criteria to make this assessment: does the action undertaken contribute to a) creating and promoting vigilance directly; b) creating and promoting vigilance indirectly through awareness raising; c) creating and promoting vigilance through a monitoring measure or d) the establishment and maintenance of a solidarity network. The authors presumed that c) and d) will lead directly to greater vigilance. The following recommendations are derived from the eight selected measures documented in Chapter II, and the analysis on their replicability in Chapter III. The 10 recommendations expicitly or implicitly refer to the replicable documented measures. Where the replicability requires specific conditions, these are stated or it is recommended to fulfil these conditions firstly, i.e. structural and institutional conditions. The 10 recommendations are addressed to municipalities in Europe irrespective of their current membership in the European Coalition of Cities against Racism. As already mentioned the recommendations focus on meeting the requirement of Commitment 1, creating greater vigilance against racism.