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ERIC Number: EJ834687
Record Type: Journal
Publication Date: 2008
Pages: 24
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-0024-9033
What Is the Meaning of the Integration of the Cultural Dimension into Schools, According to the Official Discourse of the Province of Quebec?
Cote, Heloise; Simard, Denis
McGill Journal of Education, v43 n3 p327-350 2008
Since 1992, Quebec's Ministry of Education and Ministry of Culture and Communications have been creating programs designed to integrate a cultural dimension into schools--a process requiring partnerships between teachers and professionals in the cultural domain. This domain comprises the objects and practices pertaining to the realm of arts and aesthetics and the values which are associated with them, namely expressivity, subjectivity, emotions, sensitivity, singularity, imagination, creativity and feelings (Kerlan, 2004). What does this integration mean, according to Quebec's official discourse? To answer this question, we relied on sociology of justification theory (Boltanski & Thevenot, 1991; Boltanski & Chiapello, 1999, 2002) and used discourse and content analysis to examine Quebec's official discourse. Our results suggest that this discourse relies on many definitions of culture and justice. This plurality blurs the meaning of the integration of the cultural dimension and requires that teachers delineate it by themselves. (Contains 1 table and 10 notes.)
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site:
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada