Qui sommes-nous lorsque nous ne sommes pas gouvernés par les autres? Engager les enseignants des contextes du nord et nordiques dans l’enseignement à partir d’une littérature jeunesse diversifiée
DOI :
https://doi.org/10.26443/mje/rsem.v60i1.10363Mots-clés :
littérature jeunesse, diversité, nord, nordiques, capital blanc ou blanchité, imagologie, pédagogie de l’inconfortRésumé
À une époque où le néolibéralisme et le néoconservatisme incitent les enseignants à se concentrer étroitement sur leurs contextes, nous demandons comment des échanges transnationaux peuvent offrir des perspectives importantes pour un enseignement orienté vers la justice sociale. Nous amorçons un dialogue entre le Canada, en tant que pays du Nord, et les pays nordiques sur la question de l’enseignement à partir d’une littérature « diversifiée ». Si une question centrale consiste à déterminer comment nommer cette littérature, une question plus fondamentale porte sur la manière d’aborder sa présence en classe de façon critique, particulièrement dans des contextes où les identités nationales se sont construites autour d’un exceptionnalisme du Nord. L’imagologie et la pédagogie de l’inconfort constituent des pistes prometteuses.
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