COUV ACTES - Psychologie communautaire

Community Psychology: Common Values, Diverse Practicesa foundation for using students’ strengths to address weaknesses in integrating into a host country’s school.Identities serve as a basis of power for students and all stakeholders in multicultural education. We propose thatexploring identities is fundamental to uncovering the complex interactions among stakeholders and betweenschools and communities that shape power within relationships.We have a pilot study in progress that will inform the design of subsequent comparative internationalstudies of integration into schooling in multicultural contexts. Some multicultural cities with the world’s highestimmigration rates include London, New York, Toronto, and Geneva. Our project is embedded in the local contextof the Geneva canton where in 2004 40% of school population was foreign with Portuguese and ex-Yugoslaviabeing the largest two sources. The overarching goal of this research project is to show how three criticaldimensions of schooling work together in a very dynamic way to impact youth development: (1) academicachievement and learning, (2) youth identity development, and (3) the context of schooling. Primary data fromyouth, social workers, parents, teachers, and political representatives will be gathered. Research on this topic isby definition international. Our next step is to work with research partners working on the same topic to conduct acomparative study across Italy, Switzerland, France, and Canada.In closing, we need a theory with principles that explain how structures and individuals involved in formalschooling (i.e., in the process of teaching and learning) use power to include some students and exclude others.We propose building upon recent comparative studies, using conceptual frameworks and methods drawn fromseveral disciplines to aid us in analyzing and comparing education, schooling, and youth identities in multiculturalcontexts. Findings from these studies can change our understanding about teacher education and educationalpolicies.ReferencesAkkari, A. (2007). Les impasses de l’école multiculturelle et de l’école républicaine dans une perspectivecomparative. Revue suisse des sciences de l’éducation, 29(3), 379-398.Akkari, A., Perregaux, C., & Cataffi, F. (1999). Identities among youth in a multicultural neighborhood. MigrationsThemes, 14 (4), 259-274.Berry, J. W. (2000). Acculturation et identité. In C.-L. J. e. al (Ed.), Pluralité des cultures et dynamiquesidentitaires, Hommage à Carmel Camilleri (pp. 81-94). Paris: L’Harmattan.Berry, J. W., Phinney, J. S., Sam, D. L., & Vedder, P. (2006). Immigrant youth: Acculturation, identity, andadaptation. Applied Psychology, 55(3), 303-332.Coradi, V. M., & Wolter, S. C. (2005). L'égalité des chances dans le système éducatif suisse. Aarau : Centresuisse de coordination pour la recherche en éducation (CSRE).Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review,56, 18-36.Cummins, J. (2001). Empowering minority students: A framework for intervention. Harvard Educational ReviewClassic reprint. Harvard Educational Review, 71(4), 656-675. (reprint of 1986 article in Harvard EducationalReview).Katz, S. R. (1999). Teaching in tensions: Latino immigrant youth, their teachers, and the structures of schooling.Teachers College Record, 100(4), 809-840.Mandara, J. (2006). The impact of family functioning on African American Males’ academic achievement: Areview and clarification of the empirical literature. Teachers College Record, 108(2), 206-223.McAndrew, M. & Ciceri, C. (1999). Jeunes, familles et écoles: Un monde en transformation. Canadian EthnicStudies, 31(1), 1-6.Ogbu J. U., & Simons, H. D. (1998). Voluntary and involuntary minorities: A cultural-ecological theory of schoolperformance with some implications for education. Anthropology & Education Quarterly, 29(2), 155-188.143