{"title":"在贫困和多民族环境中制造学校排斥","authors":"Marjorie Vidal","doi":"10.7202/1065655ar","DOIUrl":null,"url":null,"abstract":"This article aims to understand the making of school exclusion by studying organizational social capital. It is based on an ethnographic case study that took place in a secondary school in a poor and multiethnic area in Montreal. The use of « school form » revealed how some practices that promote academic excellence and focus on school culture can create obstacles to inclusion, by re- producing a norm that contributes to exclude students in vulnerable situations.","PeriodicalId":164568,"journal":{"name":"Understanding Exclusion to Better Work Towards Inclusion?","volume":"31 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"DE LA FABRICATION DE L’EXCLUSION SCOLAIRE EN MILIEU DÉFAVORISÉ ET MULTIETHNIQUE\",\"authors\":\"Marjorie Vidal\",\"doi\":\"10.7202/1065655ar\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article aims to understand the making of school exclusion by studying organizational social capital. It is based on an ethnographic case study that took place in a secondary school in a poor and multiethnic area in Montreal. The use of « school form » revealed how some practices that promote academic excellence and focus on school culture can create obstacles to inclusion, by re- producing a norm that contributes to exclude students in vulnerable situations.\",\"PeriodicalId\":164568,\"journal\":{\"name\":\"Understanding Exclusion to Better Work Towards Inclusion?\",\"volume\":\"31 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-10-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Understanding Exclusion to Better Work Towards Inclusion?\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7202/1065655ar\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Understanding Exclusion to Better Work Towards Inclusion?","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7202/1065655ar","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
DE LA FABRICATION DE L’EXCLUSION SCOLAIRE EN MILIEU DÉFAVORISÉ ET MULTIETHNIQUE
This article aims to understand the making of school exclusion by studying organizational social capital. It is based on an ethnographic case study that took place in a secondary school in a poor and multiethnic area in Montreal. The use of « school form » revealed how some practices that promote academic excellence and focus on school culture can create obstacles to inclusion, by re- producing a norm that contributes to exclude students in vulnerable situations.
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