1. Objectifs

Intentions :
«I seek to understand the consequences that Black Anglophone parents from the Caribbean perceive their children face because they are identified as Black in the Francophone school system in Montreal. [...] The goal of the qualitative inquiry was to understand how parents were involved in their children’s schooling when they did not speak French, the language of instruction at their children’s school.» (p. 88)

2. Méthode

Échantillon/Matériau :
«[The two participants] emigrated from Anglophone Caribbean islands and were required by law to enroll their children in Francophone schools.» (p. 93) «[The first participant] has two daughters aged six and ten, while [the second] has one daughter who is eight years old in elementary school.» (p. 94)

Instruments :
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé

«The narrative episodes showed that parents engaged in literacy practice by actively reading race and racism as cultural texts and then deliberately deciding how to respond to those texts. Further, parents recognized the institutional structures that limited their agency. The limitation of individual agency is viewed through the overall silence on racism observed by many Canadian critical race scholars […]. Silence on racism is recognizable in the Canadian education context. School authorities might view a parent who might try to talk explicitly about race, racialization, and racism as engaging in acrimonious or contentious actions. […] When Arlene used her racial literacy skills to challenge the teachers’ comments or actions, she was effective. However, not all instances may have the same results. Advocacy that involves being vocal against racism, or its effects, may be unrecognized as a form of capital, or not valued in a white dominated school system, in a country with a historically recorded penchant for the denial of racism. Parents advocated overtly, or covertly by remaining silent and working within existing constraints to protect their children. As these parents’ experiences have shown there is a significant role for racial literacy and parents are taking on the task, but there is much room for school personnel themselves to actively engage with racial literacy practices.» (p. 102-103)