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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

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Bibliographic Details
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
Authors: Tya Collins, Corina Borri-Anadon
Source: Recherches en Éducation, Vol 44 (2021)
Publisher Information: Nantes Université, 2021.
Publication Year: 2021
Collection: LCC:Education
Subject Terms: immigration and ethnicity, categorization in education, learning difficulties and students in difficulty, Canada, educational inclusion and exclusion, Education
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.
Document Type: article
File Description: electronic resource
Language: French
ISSN: 1954-3077
Relation: https://journals.openedition.org/ree/3337; https://doaj.org/toc/1954-3077
DOI: 10.4000/ree.3337
Access URL: https://doaj.org/article/be07da1184444e4787dcb0d92a647295
Accession Number: edsdoj.be07da1184444e4787dcb0d92a647295
Database: Directory of Open Access Journals
Description
Abstract: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.
ISSN:19543077
DOI:10.4000/ree.3337