The Psycho-Sociological Impact to Inner City English Language Schools in Montreal Resulting From the Faulty Implementation of Public Policies

Type of resource
Author/collaborator
Title
The Psycho-Sociological Impact to Inner City English Language Schools in Montreal Resulting From the Faulty Implementation of Public Policies
Abstract
The author argues that the involuntary acceptance of minority status on English-speaking Quebecers after the 1960s had the most profound impact on those from the lower socio-economic strata. One of the areas where this impact is most evident is the education system. English-speaking students who attend inner city schools are more likely to have behavioural problems and to dropout than those from more affluent neighbourhoods. The author contends that policy-makers at the Ministère d’éducation du Québec did not account for this socio-physiological environment when they introduced such ministerial directives as the “New Curriculum Reform”.
Type
Master's Thesis
University
Concordia University
Place
Montreal
Date
2004
Language
en
URL
Citation
Martin, Cynthia Jean. “The Psycho-Sociological Impact to Inner City English Language Schools in Montreal Resulting From the Faulty Implementation of Public Policies.” Master’s Thesis, Concordia University, 2004. http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/QMG/TC-QMG-7841.pdf.
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