ERIC Number: ED382230
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Pratiques d'Education Interculturelle au CEGEP: Repertoire Analytique et Critique (Practices Related to Intercultural Education in the CEGEP: An Analytical and Critical Review).
This report provides an overview of intercultural educational in the letters and social sciences programs offered at English-speaking "colleges d'enseignement general et professionel" (CEGEP's) in Quebec. Chapter I establishes the research problem, noting that both the French- and English-speaking colleges in the CEGEP system are increasingly multicultural, with 3.4% of the students at the francophone CEGEP's and 27.1% of the students at the anglophone CEGEP's having native languages other than English or French. Chapter I also provides a review of the research on ethnic diversity at the college level, presents the objectives of the study, and defines terms. Chapter II looks at the theoretical literature on intercultural, multicultural, or multiethnic education, looking at general objectives and objectives specific to Quebec. Chapter III reviews the research methodology, which involved a survey of and interviews with social science and letters instructors regarding their intercultural instructional practices. Chapter IV describes these practices by discipline, including descriptions of individual programs within the social science, humanities, English, and modern language blocks. Information is also presented on the courses involved, objectives pursued, themes covered, cultures studied, perspectives adopted, pedagogical methods employed, and instructional resources used. Chapter V summarizes the needs expressed and solutions proposed by the respondents. After chapter VI provides an interpretation of the findings, conclusions are presented about the research itself. The questionnaire and data analyses are appended. The reference section and bibliography contain 138 citations. (AC)
Publication Type: Information Analyses; Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Vanier Coll., Montreal (Quebec).