COUV ACTES - Psychologie communautaire

More documents

Recommendations

Info

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
Community Psychology: Common Values, Diverse PracticesPerregaux, C., Akkari, J. & Cattafi, F. (2000). L'ici et l'ailleurs dans la construction identitaire de pré-adolescents.In G. Vermès & M.-A. Hily (Éd.) Hommage à C. Camilleri. Paris: L'Harmattan.Pong, S., & Hao, L. (2007). Neighborhood and school factors in the school performance of Immigrants’ children.International Migration Review, 41, 206-241.144
Page 2:
Community Psychology: Common Values
Page 6 and 7:
Page 8 and 9:
Page 10 and 11:
Page 12 and 13:
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95: Community Psychology: Common Values
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
Page 274 and 275:
Page 276 and 277:
Page 278 and 279:
Page 280 and 281:
Page 282 and 283:
Page 284 and 285:
Page 286 and 287:
Page 288 and 289:
Page 290 and 291:
Page 292 and 293:
Page 294 and 295:
Page 296 and 297:
Page 298 and 299:
Page 300 and 301:
Page 302 and 303:
Page 304 and 305:
Page 306 and 307:
Page 308 and 309:
Page 310 and 311:
Page 312 and 313:
Page 314 and 315:
Page 316 and 317:
Page 318 and 319:
Page 320 and 321:
Page 322 and 323:
Page 324 and 325:
Page 326 and 327:
Page 328 and 329:
Page 330 and 331:
Page 332 and 333:
Page 334 and 335:
Page 336 and 337:
Page 338 and 339:
Page 340 and 341:
Page 342 and 343:
Page 344 and 345:
Page 346 and 347:
Page 348 and 349:
show all

COUV ACTES - Psychologie communautaire

Create successful ePaper yourself

Delete template?

Save as template?