Student Disengagement in English-Speaking Montréal
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| Authors/collaborators |
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| Title |
Student Disengagement in English-Speaking Montréal
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| Abstract |
The authors discuss how student disengagement is conceptualized by English-speaking youth attending English urban public schools in Montreal. School dropout is theorized as being a culminating event in a process of school disengagement. Using two qualitative methods (maps and interviews) in a grounded theory approach, the authors present a theory of disengagement that is supported by existing literature in student engagement and school dropout. Student disengagement is framed from a socio-ecological perspective in a move away from its predominant conceptualization as an individual trait. In doing so, the authors highlight some issues of urban education in Montreal, addressing such themes as inequity, low-income status, experiences of failure and the pass/fail paradigm, the elementary/secondary school transition, normativity, and, finally, the public/private distinction in schooling.
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| Publication |
Educational Studies : A Journal of the American Educational Studies Association
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| Volume |
Vol. 53
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| Issue |
no. 3
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| Pages |
285-314
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| Date |
2017
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| Language |
en
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| Citation |
Vallée, Daniel, and Jessica Ruglis. “Student Disengagement in English-Speaking Montréal.” Educational Studies : A Journal of the American Educational Studies Association Vol. 53, no. 3 (2017): 285–314.
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