Qualitative evaluation of a network mobilizing knowledge on equity in education: Possibilities and limitations

Authors

  • Jo Anni Joncas Université de Sherbrooke
  • Raphaël Gani Université Laval
  • Nicholas Ng-A-Fook Université d'Ottawa

Keywords:

Knowledge mobilization network, education, equity, diversity, qualitative evaluation, benefits

Abstract

This article explores the benefits of a knowledge mobilization network (KMN) on equity aimed at countering systemic barriers to learning for Ontario students. The impact of this KMN was initially analyzed quantitatively, leaving less room for the perception of the partners. Aiming for a more comprehensive picture, a qualitative analysis of ten interviews with partners helped to identify new impacts, especially the importance of relationships as a driving force of the network and as a central benefit of knowledge mobilization. This paper highlights the contribution of qualitative evaluation to assess the impact of KMN. Recommendations are made to promote qualitative evaluation and the impact of KMN in a context of diversity.

Author Biographies

Jo Anni Joncas, Université de Sherbrooke

is an associate professor of the foundations of education in the Faculty of Education at the Université de Sherbrooke. As a sociologist, she is interested in the social issues of education surrounding social inequalities, from vocational education to higher education. In particular, she has been working for nearly 15 years in collaboration with First Peoples to promote greater justice in education. Her work is part of the qualitative tradition with a view to transformation. jo.anni.joncas@usherbrooke.ca

Raphaël Gani, Université Laval

is an assistant professor of history education at Université Laval. He studies curricular translation, which is the translation of curricula at the legal, linguistic, political, and pedagogical levels. His research is oriented around the perennial question of the single curriculum: should all students in an educational jurisdiction like Quebec follow the same curriculum for a subject like history: if not, what are the alternatives? Ragan5@ulaval.ca

Nicholas Ng-A-Fook, Université d'Ottawa

is a full Professor of curriculum theory at the University of Ottawa. He is actively engaged in responding to the 94 Calls to Action of the Truth and Reconciliation Commission in collaboration with Indigenous communities and school boards. His research focuses on curriculum studies, settler colonialism, anticolonialism, systemic racisms, anti-racist education, and equity in education. He recently created the podcast FooknConversation to address these issues with colleagues, community activists, artists, educational leaders, teachers, and politicians. www.curriculumtheoryproject.ca; nngafook@uottawa.ca

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Published

2025-03-26

How to Cite

Joncas, J. A., Gani, R., & Ng-A-Fook, N. (2025). Qualitative evaluation of a network mobilizing knowledge on equity in education: Possibilities and limitations. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill. Retrieved from https://mje.mcgill.ca/article/view/10145

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