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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 |
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| Title |
The Psycho-Sociological Impact to Inner City English Language Schools in Montreal Resulting From the Faulty Implementation of Public Policies
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| 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”.
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| Type |
Master's Thesis
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| University |
Concordia University
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| Place |
Montreal
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| Date |
2004
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| # of Pages |
vi-82p.
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| Language |
en
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| 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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