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Publisher:  University of Toronto

Author:  Rachel Marika Kunnas

Hosted by:  tspace.library.utoronto.ca

Submitted by:  Michael

Date Submitted:  February 9, 2022

Language of Resource: English

Resource Type: Thesis

Media Format: Website

Une ancienne étudiante de Glendon, qui a suivi le programme BEd, a écrit sa thèse qui analyse comment la politique et le curriculum et d’autres documents pertinents à l’immersion contribuent à la surreprésentation des élèves blancs de la classe moyenne en immersion française. Il y avait le biais blanc en raison de son contenu euro centrique. Elle analyse le statut élitiste d’immersion, le capital culturel, le capital linguistique, le capital économique et les problèmes en immersion. Elle analyse la race, les identités queer, le genre et l’intersectionnalité.
J’aime les pages 63 à 67 où elle parle d’enseignantes qui sont les femmes blanches, « l’inclusion générique » et la race et le salaire. « Of note, in the TDSB videos (2016a, 2016b), […] these teachers appear to be White and female, which presents a particular image of the FI and EF programs. Interestingly, while the students in the videos are evidently chosen to reflect the racial diversity of Toronto, the teachers are not. The bottom line; immersion may be presented as racially diverse, but its educators are not. » (P.65-66)
« This echoes the demographics of the immersion program, which is 48-50% White students, despite the TDSB only having a 26- 31% White population (Sinay et al, 2018). Thus, the middle-class bias, the curricular content, the absence of race in TDSB and TCDSB FI texts, the White women teachers, and the relationship between race and income project the image of a White, middle-class student. » (P. 67)

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Subject(s): French Language, Social Studies, Education

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