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École québécoise, frontières ethnoculturelles et identités en milieu pluriethnique
| Type of resource | |
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| Authors/collaborators |
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| Title |
École québécoise, frontières ethnoculturelles et identités en milieu pluriethnique
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| Abstract |
The authors set out to better understand the identity construction process of thirty-seven youths from immigrant background in Montreal in the course of their educational transitions, from primary school to university. The analysis of their life stories, with a constructivist theoretical framework, underlines the construction of a strong boundary between "Francophones Québécois" and "youth from immigrant backgrounds" at the high school level. However, the authors contend that when these students experienced postsecondary institutions, they revisited this boundaries and considered new feelings of belonging. The authors' data analysis shows that identity pathways at the postsecondary level are different according to the linguistic sector in which the students studied (a French language or an English language university).
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| Publication |
Minorités linguistiques et société / Linguistic Minorities and Society
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| Volume |
No. 7
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| Pages |
97-121
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| Date |
2016
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| Language |
fr
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| URL | |
| Citation |
Magnan, Marie-Odile, Fahimeh Darchinian, and Émilie Larouche. “École québécoise, frontières ethnoculturelles et identités en milieu pluriethnique.” Minorités linguistiques et société / Linguistic Minorities and Society No. 7 (2016): 97–121. https://www.erudit.org/fr/revues/minling/2016-n7-minling02505/1036418ar.pdf.
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