« She said that I was a pattern-breaker »: aspirations professionnelles et défis des étudiants issus d’un milieu transnational dans la formation des enseignants au Danemark
Mots-clés :
formation des enseignants, enseignants préservice, multiculturalisme critique, transnationalisme, discrimination, étiquetage, recherche qualitativeRésumé
Cet article explore les aspirations professionnelles et les expériences scolaires d’étudiants nés au Danemark et issus d’un milieu transnational qui terminent leurs études d'enseignement dans les écoles obligatoires danoises. Le cadre théorique de l’étude s’appuie sur les principes du multiculturalisme critique et du transnationalisme. Les résultats des entrevues qualitatives individuelles menées auprès de sept étudiants montrent leur satisfaction globale à l’égard des formateurs d’enseignants et de leurs environnements d’apprentissage. Cependant, ils ont également mentionné avoir subi des traitements injustes, de l’étiquetage et des préjugés. Malgré avoir été confrontés à différentes formes de discrimination, les participants ont des aspirations professionnelles ambitieuses, souvent manifestées par leur détermination à combattre l’injustice sociale et à apporter un changement positif au système d’éducation obligatoire.
Références
Abel, Y. (2019). “Still going … sometimes in the dark”: Reflections of a woman of color educator. Review of Education, Pedagogy, and Cultural Studies, 41(4–5), 352–359. https://doi.org/10.1080/10714413.2019.1684163
Berryman, M., Soohoo, S., Nevin, A., Barrett, T. A., Ford, T., Nodelman, D. J., Valenzuela, N., & Wilson, A. (2013). Culturally responsive methodologies at work in education settings. International Journal for Researcher Development, 4(2), 102–116. https://doi.org/10.1108/IJRD-08-2013-0014
Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. Sage.
Calhoun, C. (2003). ‘Belonging’ in the cosmopolitan imaginary. Ethnicities, 3(4), 531–553. https://doi.org/10.1177/1468796803003004005
Carter Andrews, D. J. (2021). Preparing teachers to be culturally multidimensional: Designing and implementing teacher preparation programs for pedagogical relevance, responsiveness, and sustenance. The Educational Forum, 85(4), 416–428. https://doi.org/10.1080/00131725.2021.1957638
Crul, M., Schnell, P., Herzog-Punzenberger, B., Wilmes, M., Slootman, M., & Aparicio Gómez, R. (2012). School careers of second-generation youth in Europe: Which education systems provide the best chances for success? In M. Crul, J. Schneider, & F. Leile (Eds.), The European second generation compared: Does the integration context matter? (pp. 101–164). Amsterdam University Press.
Czopp, A. M. (2008). When is a compliment not a compliment? Evaluating expressions of positive stereotypes. Journal of Experimental Social Psychology, 44(2), 413–420. https://doi.org/10.1016/j.jesp.2006.12.007
Drouhot, L. G., & Nee, V. (2019). Assimilation and the second generation in Europe and America: Blending and segregating social dynamics between immigrants and natives. Annual Review of Sociology, 45, 177–199. https://doi.org/10.1146/annurev-soc-073117-041335
Dunn, A. H., Neville, M. L., & Vellanki, V. (2022). #UrbanAndMakingIt: Urban youth’s visual counternarratives of being #MoreThanAStereotype. Urban Education, 57(1), 58–82. https://doi.org/10.1177/0042085918798065
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232. https://doi.org/10.1016/j.tate.2005.09.002
Hansen, G. I. (2014). “De sidder i deres egen lille gruppe ovre i hjørnet” — en pilotundersøgelse af etniske minoritetsstuderendes møde med studie- og undervisningsmiljøet på farmaceutstudiet [“They sit in their own little group over in the corner” — A pilot study on how ethnic minority students encounter the study and teaching environment in the pharmaceutical program]. Dansk Universitetspædagogisk Tidsskrift, 9(16), 58–71. https://doi.org/10.7146/dut.v9i16.8036
Hellesdatter Jacobsen, G., & Piekut, A. (2023). Immigration, education and insecuritisation. School principals’ small stories on national immigration and integration policies. Education Inquiry, 14(3), 406–425. https://doi.org/10.1080/20004508.2022.2028996
Jantzen, C. A. (2020). Two perspectives on togetherness: Implications for multicultural education. Multicultural Education Review, 12(1), 31–37. https://doi.org/10.1080/2005615X.2020.1720136
Jensen, T. G., Weibel, K., & Vitus, K. (2017). ‘There is no racism here’: Public discourses on racism, immigrants and integration in Denmark. Patterns of Prejudice, 51(1), 51–68. https://doi.org/10.1080/0031322X.2016.1270844
Kristensen, S. B. (2022). “Jeg bliver nødt til at sige vi om dem” — oprør mod racialisering blandt unge i den danske folkeskole [“I have to say ‘we’ about them” — Resistance against racialization amongst youth in the Danish public school]. Nordisk tidsskrift for ungdomsforskning, 3(1), 60–77. https://doi.org/10.18261/ntu.3.1.5
Ladson-Billings, G. (2021). Three decades of culturally relevant, responsive, & sustaining pedagogy: What lies ahead? The Educational Forum, 85(4), 351–354. https://doi.org/10.1080/00131725.2021.1957632
Larsen, C. A. (2012). Fordomme over for etniske minoriteter i Danmark, Sverige, Storbritannien og USA [Prejudice toward ethnic minorities in Denmark, Sweden, the United Kingdom, and the USA]. Politica, 44(4), 488–504. https://doi.org/10.7146/politica.v44i4.69959
Lea, V. (2010). Empowering preservice teachers, students, and families through critical multiculturalism: Interweaving social foundations of education and community action projects. In S. May & C. E. Sleeter (Eds.), Critical multiculturalism: Theory and praxis (pp. 33–45). Routledge.
Mansikka, J.-E., & Holm, G. (2011). Teaching minority students within minority schools: Teachers’ conceptions of multicultural education in Swedish‐speaking schools in Finland. Intercultural Education, 22(2), 133–144. https://doi.org/10.1080/14675986.2011.567071
Mason, J. (2020). Togetherness in Denmark: A view from the bridge. Multicultural Education Review, 12(1), 38–52. https://doi.org/10.1080/2005615X.2020.1720135
Mathiesen, N. C. L. (2015). A struggle for equitable partnerships: Somali diaspora mothers’ acts of positioning in the practice of home-school partnerships in Danish public schools. Outlines. Critical Practice Studies, 16(1), 6–25. https://doi.org/10.7146/ocps.v16i1.21438
Mau, S. (2010). Social transnationalism: Lifeworlds beyond the nation-state. Routledge.
May, S., & Sleeter, C. E. (2010). Introduction: Critical multiculturalism: Theory and praxis. In S. May & C. E. Sleeter (Eds.), Critical multiculturalism: Theory and praxis (pp. 1–16). Routledge.
Miller, K., & Shifflet, R. (2016). How memories of school inform preservice teachers' feared and desired selves as teachers. Teaching and Teacher Education, 53, 20–29. https://doi.org/10.1016/j.tate.2015.10.002
Nuñez, I., Villarreal, D. A., DeJulio, S., Harvey, R., & Cardenas Curiel, L. (2021). Sustaining bilingual–biliterate identities: Latinx preservice teachers’ narrative representations of bilingualism and biliteracy across time and space. Journal of Teacher Education, 72(4), 419–430. https://doi.org/10.1177/0022487120954360
Rytter, M. (2019). Writing against integration: Danish imaginaries of culture, race and belonging. Ethnos, 84(4), 678–697. https://doi.org/10.1080/00141844.2018.1458745
Shirazi, R., & Jaffe-Walter, R. (2021). Conditional hospitality and coercive concern: Countertopographies of Islamophobia in American and Danish schools. Comparative Education, 57(2), 206–226. https://doi.org/10.1080/03050068.2020.1812234
Statistics Denmark. (2025a, February 11). IEPCT: Herkomstgruppernes andel af hele befolkningen 1. januar efter herkomst [Proportion of the total population by origin group as of January 1, by year and origin]. https://www.statistikbanken.dk/IEPCT
Statistics Denmark. (2025b). Indvandrere og efterkommere [Immigrants and descendants of immigrants]. https://www.dst.dk/da/Statistik/emner/borgere/befolkning/indvandrere-og-efterkommere
Vavrus, M. (2010). Critical multiculturalism and higher education: Resistance and possibilities within teacher education. In S. May & C. E, Sleeter (Eds.), Critical multiculturalism: Theory and praxis (pp. 19–31). Routledge.
Vertelyte, M., & Staunæs, D. (2021). From tolerance work to pedagogies of unease: Affective investments in Danish antiracist education. Nordic Journal of Studies in Educational Policy, 7(3), 126–135. https://doi.org/10.1080/20020317.2021.2003006
Vitus, K., & Jarlby, F. (2022). Between integration and repatriation — Frontline experiences of how conflicting immigrant integration policies hamper the integration of young refugees in Denmark. Journal of Ethnic and Migration Studies, 48(7), 1496–1514. https://doi.org/10.1080/1369183X.2021.1873112
Winn, M. T., & Behizadeh, N. (2011). The right to be literate: Literacy, education, and the school-to-prison pipeline. Review of Research in Education, 35(1), 147–173. https://doi.org/10.3102/0091732x10387395
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Revue des sciences de l'éducation de McGill / McGill Journal of Education 2026
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
