Inclusive Education in the Context of Ethnocultural Diversity: Understanding the Process of Exclusion to Act in the School - A Secondary Publication

This paper reveals that the implementation of inclusive education is an unfinished challenge,both within the system and for individual self-improvement.This process of changing practices,by continually questioning the school’s responsibility for the(re)production of inequalities,exclusion,and unequal social relations,is riddled with obstacles,unpredictable situations,and strong emotions.In particular,the researchers point out that many systemic mechanisms of school culture contribute to replicating and reifying hierarchical school experiences and exacerbating processes of institutional discrimination against immigrant backgrounds and/or racialized students.The empirical research presented also highlights the school staff’s deficit thinking toward immigrant students and their parents.The results show that staff tend to use linguistic and cultural gaps between students and the school system to explain academic failure.Be that as it may,the researchers as well as the school actors and students interviewed in this paper suggest multiple ways to improve inclusion in the school context,stressing the importance of giving voice to the various actors in order to move toward institutional transformation.

The Barrier of the Child and Parent Expected Models for Entering the School System-A Secondary Publication

The recognition of the positive value of student diversity and their right to full participation are key aspects of inclusion as a means of managing heterogeneity of the school population from an equality perspective.As the school cannot welcome the diversity of children without including their families,the same logic needs to apply to the relationship between the school and parents,particularly in the current environment where the school-family partnership appears as a privileged institutional leverage in the fight against inequalities at school.Based on an ethnographical study exploring how the relationship between the school and the families builds up in a Swiss school located in a context of strong cultural diversity,this paper interrogates how the school norm can be the main limitation to the inclusion of students and parents who are unfamiliar with the school.Derived from field observations and interviews,our results show how the teachers tend to approach their relationship with new students and their parents from the standpoint of narrowly defined expected models,leading them to engage in a vain attempt to conform the students and parents when they deviate from these models.The possibility of entering the school system for students and parents unfamiliar with school is hindered by the exclusive and excluding normativity on which the models of the child and the parent expected by the teachers are grounded.Based on these observations,we discuss how an inclusive approach seems to us to require in the first place a necessary process of decentering from the school and teachers,as a condition for recognition of the actual child and parent.

The Commitment to Promoting a Culture of Equity in Quebec Secondary Schools: Insights from School Stakeholders - A Secondary Publication

This paper presents the results of a research project on the intercultural climate in schools and the academic success of immigrant students in Quebec.The intercultural climate in eight secondary public schools is documented from the standpoint of various school and community stakeholders,students,and parents.More specifically,the paper focuses on the commitment to promoting cultural equity,which is identified through interviews with the targeted stakeholders on exclusionary practices and processes and the practices implemented to counter them.The results identify five areas of vulnerability among certain minoritized groups of students:the transition from welcoming to regular classes for those students learning French,evaluation and support for those experiencing learning or behavioral difficulties,the referral of these students to adult education programs or work-oriented training programs,their participation in extracurricular activities,and their access to special school projects.Nonetheless,some schools do report the introduction of many equity practices in response to the exclusionary ones.However,these initiatives are mostly occasional and voluntary and pertain to interactions between individuals.These findings call for a discussion on the importance of systemic and concerted initiatives towards achieving equity.

Relations Between School and Immigrant Families in Albertan Francophone School: Perspectives of Settlement Workers in Schools - A Secondary Publication

In recent years,Francophone schools in Alberta,a province in western Canada,have seen significant ethnocultural diversification of their school population,thus reflecting recent migratory changes in Canada.The population of a Francophone school board located in an agglomeration of Alberta reflects these new migratory trends.A partial ethnodemographic portrait carried out in 2003 in six of its schools indicates that 50%of the pupils come from an immigrant background and come from 23 different countries;mostly from sub-Saharan African countries.This demographic reality,confirmed more than a decade later,represents a major structural change for Francophone schools.In Alberta,as in other Canadian provinces,inclusion is at the heart of discourse and educational practices.With a transformative aim,it intends to promote ethnocultural diversity in the classroom and equal opportunities through school equity practices.This article focuses on the settlement workers in schools responsible for bridging family,community,and school cultures.The analysis of the interviews of the four workers sheds light on and questions both the institutional practices and the personal strategies put in place to face the challenges encountered in this tripartite collaboration.

Metamorphoses of the University and the Pathways of Indigenous Students in Quebec:Issues of Accessibility to Studies and Academic Persistence from a Perspective of the Decolonization of Education-A Secondary Publication

In connection with the historical context of social segregation and the assimilative aim of formal education imposed on them,the Indigenous Peoples of Québec have long been excluded from higher education.Today,even if their graduation rates are increasing,a persistent gap with the non-Indigenous population is maintained.The data in this article are drawn from 23 interviews with students and university graduates of the First Nations of Québec,as part of a thesis in educational sciences.Our paper analyzes how these students manage to combine the contributions of Indigenous education with those of Western education by developing paths that are part of the decolonization movement of education.Their relationship to Indigenous identity and cultures clearly influences their educational background and is analyzed taking into account power relations with the dominant culture.Our paper emphasizes more particularly the relationship to studies,the adaptation to the student profession,and the balance between studies,work,and family among Indigenous students,in a context of transition from university to multiversity which contributed to the increase of Indigenous university attendance.

Ableism and (Neo)Racism in School Placement Processes in Quebec: School Personnel Interpretations of Immigrant Student Difficulties - A Secondary Publication

The school placement processes of students from immigrant backgrounds considered to be 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 regard 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.

Number of primitive elements of field extension GF(p^(nm))/GF(p^n)

Presents the counting of the counts number of primitive elements of finite dimensional field extension GF(p nm )/GF(p n) using (1) the principle of inclusion exclusion, (2) the Mbius inversion, (3) the Euler  function, and the new identity obtained ∑t｜p nm-1 , t p nmq j -1(t)=p nm -∑jp nmq j +∑j 1<j 2p nmqj 1qj 2 -…+(-1) kp nmq 1…q k  where, m>1, p is a prime, (·) is Euler function, and q 1,…,q k are the all distinct prime divisors of m.

A Preliminary Study of ＂I＂ and ＂We＂ in Teachers＇ Talk in a Military Academy

This paper is a qualitative study of how and why English teachers in military academy use personal pronoun I and inclusive and exclusive we. Through analysis of teachers＇ use of/and we in the taped videos, some differences in the frequency use of inclusive we and exclusive we have been found and a number of effects the inclusive pronouns create are illustrated. Specifically, the paper reveals how 1 and we help teachers create a sense of authority in the classroom, showing how teachers are aligning with the students. Inclusive pronouns can act as a positive politeness device by imparting knowledge, organizing the contents, and highlighting the important and difficult points. It is noticed that there is fuzziness between inclusive personal pronoun and exclusive pronoun, which can be manipulated by the teacher to create authority or closeness with students.

Toughness and [a,b]-factors with inclusion/exclusion properties

In this paper, we investigate the existence of [a,b]-factors with inclusion/exclusion properties under the toughness condition. We prove that if an incomplete graph G satisfies t(G) (a-1) + ab and a,b are two integers with b > a > 1, then for any two given edges e1 and e2, there exist an [a,b]-factor including e1,e2; and an [a,b]-factor including e1 and excluding e2; as well as an [a,b]-factor excluding e1,e2 unless e1 and e2 have a common end in the case of a = 2. For complete graphs, we obtain a similar result.