1. Objectifs

Intentions :
Ce document présente une réflexion à propos de ce qui a été fait et appris au sujet des relations de collaboration entre l’école et la communauté. Cette réflexion s’inscrit au sein d’une recherche large au sujet de la collaboration école-famille-communauté.

2. Méthode

Échantillon/Matériau :
This document «is based on Deslandes and Bertrand’s first text published in 2001a and entitled La création d’une véritable communauté éducative autour de l’élève: une intervention plus cohérente et des services mieux harmonisés.» (p. 1)

Type de traitement des données :
Réflexion critique

3. Résumé

«The first part of this text deals with collaborative school-community relations or school-community collaborations. The second examines the two sub-groups of school-community collaborative initiatives: extracurricular programs and integrated services for students and their families. The third part focuses on the community school concept.» (p. 1) Overall, three «perspectives emerge [from collaborative school-community relations]: for some, they are seen as serving the economic interests of the nation; for others, they are associated with the development of social capital created and shared through positive and caring relationships between people who share attitudes, norms, and values that, in turn, lead to mutual expectations and trust, while other proponents suggest the development of horizontal links between school and community to foster networking, educational and economic opportunities, and cultural enrichment.» (p. 31) The analysis shows that if «parents enter community schools for positive reasons such as attending classes or receiving health services, they become familiar with the school environment, meet with school staff, and as a result, they become more likely to become involved in their children’s education […]. At the same time, they meet other parents and community residents. The school becomes a place to build relationships and get to know each other’s children. […] Relationships help to create a sense of community and a sense of shared responsibility for children. The relational approach recognizes the potential for conflict between parents, community leaders, and educators.» (p. 25)