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Cultural congruence in education : Haitian educators in Quebec schools

A growing body of both substantive and theoretical literature suggests that educational underachievement among certain ethnic groups is due to the cultural discontinuity between mainstream education and minority students. A pedagogy that both uses and reinforces the culture of ethnic minority students, implemented by ethnically similar teachers, is therefore thought to contribute to a more constructive school experience and strengthen the social and political status of the ethnic community as a whole. For this thesis, a group of Haitian educators working in Montreal area schools was interviewed to investigate the extent to which this approach is viewed as a potential solution to the low academic achievement of numerous Haitian students. Some evidence was found that culturally congruent education is, according to the experiences of some of the respondents, a potentially beneficial strategy to curtail educational inequality. In was generally argued, however, that this should be a limited, remedial strategy with little bearing on the communal survival of the Haitian community.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.23327
Date January 1995
CreatorsCouton, Philippe
ContributorsWeinfeld, M. (advisor)
PublisherMcGill University
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
LanguageEnglish
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation
Formatapplication/pdf
CoverageMaster of Arts (Department of Sociology.)
RightsAll items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated.
Relationalephsysno: 001516759, proquestno: MM12014, Theses scanned by UMI/ProQuest.

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