Fostering Community and Civic Engagement in Low-Income Multicultural Schools through Transformative Leadership
Référence bibliographique 
Bader, Barbara, Horman, Judith et Lapointe, Claire. 2010. «Fostering Community and Civic Engagement in Low-Income Multicultural Schools through Transformative Leadership ». Exceptionality Education International, vol. 20, no 2, p. 25-37.
Intentions : «In this study, we examine how transformative leadership enables students from a low-income and multicultural neighbourhood to learn about democracy, responsible citizenship, and community engagement at school» (p. 25)
Questions/Hypothèses : «[W]e wanted to investigate the following questions: (a) How do participating students view themselves, their school, and their neighbourhood? (b) What is their understanding of democratic culture and citizenship? and (c) What is the educational and democratic character of the DCEC project they initiated in this low-income multicultural neighbourhood?» (p. 27)
Échantillon/Matériau : «In this paper, we present the results of an analysis of the statements of 7 students (4 boys, 3 girls) from grades 11 and 12 at a Québec City high school (population of between 600 and 700 students).» (p. 27)
Instruments : Guide d’entretien semi-directif
Type de traitement des données : Analyse de contenu
According to the authors, «[o]ne of the challenges of citizenship education is the need to revitalize young people‘s participation in democracy. The goal is a form of democratic participation that should be characterized by the legitimacy of each of the social actors involved and that should seek to establish more egalitarian power relations in contemporary societies […] The young people whom we met appear to be filled with hopes, be these personal career projects or expectations for their school and those students who will attend it in the future. In order to succeed, community engagement projects must cultivate these movements of hope. […] The experience described in this article has drawn our attention to how the pedagogical and leadership conditions offered by the school and the way DCEC projects are launched and carried out have an impact on the success of such projects. […] Whenever students are made partners, in some form or other, of all the steps of a DCEC project, their engagement will allow them to enjoy a positive experience of democratic participation, one that supports hope as a vital condition of engagement and responsible citizenship in general.» (p. 36-37) Note : Dans cette recherche, l’environnement familial est un facteur qui influence la compréhension de la culture démocratique. Ainsi, les auteurs remarquent que l’engagement social des enfants est enraciné dans les relations familiales. Enfin, elles ont constaté que pour plusieurs enfants la famille, l’école et le voisinage forment une communauté unique à travers laquelle chaque partie interagit.