LE CHANGEMENT EN ÉDUCATION ET LA REDÉFINITION DES DISCIPLINES : UNE ANALYSE DE CONCEPTS
Mots-clés :
analyse conceptuelle, transversal, disciplinarité, changement en éducation, réforme de l'éducation, interdisciplinarité, NEXTschool, pédagogie, Québec, école secondaireRésumé
Cet article s’intéresse au potentiel de remodeler les clivages existants entre les disciplines en s’inspirant d’articles qui explorent les théories et mouvements permettant des changements en éducation. Créer des structures éducationnelles qui se démarquent des modèles traditionnels basés sur les disciplines se révèle une pratique commune pour amorcer des réformes en éducation (Lenoir et Klein, 2010). Dans cet article, les auteurs analysent des approches pédagogiques qui combinent, traversent ou transcendent les divisions disciplinaires en lien avec des théories du changement, au niveau de l’enseignement au secondaire et particulièrement au Québec, Canada. L’objectif des auteurs est de comprendre et de donner un sens au concept d’interdisciplinarité dans un contexte de changement et de réforme en éducation. S’inspirant du modèle d’analyse de concept de Hupcey et Penrod (2005), les auteurs proposent une carte conceptuelle pour représenter les initiatives de changement mises en place dans le domaine de l’éducation dans le but de redéfinir la disciplinarité. Une étude de cas, NEXTschool, est présentée pour illustrer la pertinence de mettre en pratique les théories et idées explorées dans l’article.
Références
Abbott, A. (1988). The system of professions: An essay on the division of expert labor. University of Chicago Press.
Abdolrahimi, M., Ghiyasvandian, S., Zakerimoghadam, M., & Ebadi, A. (2017). Therapeutic communication in nursing students: A Walker & Avant concept analysis. Electron Physician, 9(8), 4968-4977.
Allan, G., & Evans, M. D. (2006). A different three Rs for education: Reason, relationality, rhythm. Rodopi.
Applebee, A. N., Adler, M., & Flihan, S. (2007). Interdisciplinary curricula in middle and high school classrooms: Case studies of approaches to curriculum and instruction. American Educational Research Journal, 44(4), 1002-1039.
Augsburg, T. (2005). Becoming interdisciplinary: An introduction to interdisciplinary studies. Kendall/Hunt.
Bailis, S. (2002). Interdisciplinary curriculum design and instructional innovation: Notes on the Social Science program at San Francisco State University. In C. Haynes (Ed.), Innovations in Interdisciplinary Teaching (pp. 3-15). Oryx Press.
Baldwin, S. (2006). Organisational justice. Institute for Employment Studies.
Barak, G. (1998). Integrating criminologies. Allyn & Bacon.
Barnes, J. (2012). An introduction to cross-curricular learning. In P. Driscoll, A. Lambirth, & J. Roden (Eds.), The primary curriculum: A creative approach (pp. 235-254). Sage.
Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. National Working Group on Education.
Beattie, A. (1995). Troubled times: War and peace among the health tribes. In L. Mackay, K. Soothill & C. Webb (Eds.), Interprofessional relations in health care (pp. 11-26). Edward Arnold.
Bell, I., Caspi, O., Schwartz, G., Grant, K., Gaudet, T., Rychener, D., Maizes, V. & Weil, A. (2002). Integrative medicine and systematic outcomes research: Issues in the emergence of a new model for primary health care. Archives of Internal Medicine, 162, 133-140.
Biesta, G. (2007). Why ‘what works’ won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22.
Botes, A. (2002). Concept analysis: Some limitations and possible solutions. Curationis, 25(3), 23-27.
Branson, C. M. (2010). Leading educational change wisely: Examining diverse approaches to increasing educational access. Brill Sense.
Breunig, M., Murtell, J., & Russell, C. (2015). Students’ experiences with/in integrated Environmental Studies Programs in Ontario. Journal of Adventure Education and Outdoor Learning, 15(4), 267-283.
Brilowski, G. A., & Cecilia Wendler, M. (2005). An evolutionary concept analysis of caring. Journal of Advanced Nursing, 50(6), 641-650.
Bronfenbrenner, U. (1976). The experimental ecology of education. Educational Researcher, 5(9), 5-15.
Casey, C. (2012) Organizations and learning: A critical appraisal. Sociology Compass, 6, 389–401.
Cho, S., Crenshaw, K. W., & McCall, L. (2013). Toward a field of intersectionality studies: Theory, applications, and praxis. Signs: Journal of Women in Culture and Society, 38(4), 785-810.
Choudry, A. (2015). Critiquing the study of social movements: Theories, knowledge, history, action. In A. Choudry (Ed.), Learning activism: The intellectual life of contemporary social movements (pp. 41-80). University of Toronto Press.
Daly, K., Brown, G., & McGowan, C. (2012). Curriculum integration in the International Baccalaureate Middle Years Programme: Literature review. International Baccalaureate Organization.
de Wet J. P. & J. Schoots (2016) The learning organisation: Conditions of possibility in a feminist NGO. Development in Practice, 26(1), 64-76.
Dhillon, J. (2017). Prairie rising: Indigenous youth, decolonization, and the politics of intervention. University of Toronto Press.
Drake, S. M. (2012). Creating standards-based integrated curriculum: The common core state standards edition. Corwin Press.
Ewing, N. (2017). Learning to find a sustainable balance: A case study of the Reynolds flexible studies program (Doctoral dissertation, University of Victoria).
Fadel, C., Bialik, M, and Trilling B. (2015). Four-dimensional education: The competencies learners need to succeed. Center for Curriculum Design.
Fullan, M. (2011). The six secrets of change: What the best leaders do to help their organizations survive and thrive. John Wiley & Sons.
Gouvernement du Québec. (2004). Secondary. Retrieved April 05, 2018, from http://www.education.gouv.qc.ca/en/contenus-communs/teachers/quebec-education-program/secondary/
Gouvernement du Québec. (2011). Amérindiens et Inuits: Portrait des nations autochtones du Québec (2nd ed.). Bibliothèque et Archives Nationales du Québec.
Gow, D. (1997). Can the subaltern plan? Ethnicity and development in Cauca, Colombia. Urban Anthropology and Studies of Cultural Systems and World Economic Development, 26(3/4), 243-292.
Hall, P. (2005). Interprofessional teamwork: Professional cultures as barriers. Journal of Interprofessional Care, 19(S1), 188-196.
Hargreaves, A., Earl, L., Moore, S., & Manning, S. (2001). Learning to change: Teaching beyond subjects and standards. John Wiley & Sons.
Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967-983.
Hasni, A., Lenoir, Y., & Alessandra, F. (2015). Mandated interdisciplinarity in secondary school: The case of science, technology, and mathematics teachers in Québec. Issues in Interdisciplinary Studies, 33, 144-180.
Hendry, A., Hays, G., Challinor, K., & Lynch, D. (2017). Undertaking educational research following the introduction, implementation, evolution, and hybridization of constructivist instructional models in an Australian PBL high school. Interdisciplinary Journal of Problem-Based Learning, 11(2), 7.
Henry, S. (2009). School violence beyond columbine: A complex problem in need of an interdisciplinary analysis. American Behavioral Scientist, 52(9), 1246-1265.
Hoban, G. F. (2002). Teacher learning for educational change: A systems thinking approach. Open University Press.
Howell, L. (2017). Reconciliation in action and the Community Learning Centres of Québec: The experiences of teachers and coordinators engaged in First Nations, Inuit and Métis social justice projects (Doctoral dissertation, University of Ottawa).
Hupcey, J.E., & Penrod, J. (2005). Concept analysis: Examining the state of the science. Research and Theory for Nursing Practice: An International Journal, 19(2), 197-208.
Jenson, J., Taylor, N., & Fisher, S. (2010). Critical review and analysis of the issue of skills, technology and learning. Ontario Ministry of Education.
Klees, S. J. (2012). World Bank and education. In S. Klees, J. Samoff, N. P. Stromquist (Eds.), The World Bank and education (pp. 49-65). Sense Publishers.
Klein, J. T. (1986). The dialectic and rhetoric of disciplinarity and interdisciplinarity. In D. Chubin, A. Porter, F. Rossinei, & T. Connolly (Eds.), Interdisciplinary analysis and research: Theory and practice of problem-focused research and development (pp. 7-130). Lomond.
Klein, J. T. (2004). Interdisciplinarity and complexity: An evolving relationship. E:CO,6(1-2), 2-10. Retrieved June 1, 2019, from https://journal.emergentpublications.com/article/interdisciplinarity-and-complexity-an-evolving-relationship/
Klein, J. T. (2008). Evaluation of interdisciplinary and transdisciplinary research: A literature review. American Journal of Preventive Medicine, 35(2), S116-S123.
Klein, J. T. & Newell, W.H. (1998). Advancing interdisciplinary studies. In W. Newell (Ed.), Interdisciplinarity: Essays from the literature (pp. 3-22). College Board.
LEARN (2017). NEXTschool: Learning – decompartmentalized. (Rep.). LEARN. Retrieved March 1, 2019, from http://blogdev.learnquebec.ca/nextschool/wp-content/uploads/sites/23/2018/02/NEXTschool-Phase-1-RD-Report-P.pdf
Lenoir, Y. & Klein, J. (2010). Interdisciplinarity in schools: A comparative view of national perspectives. Issues in Integrative Studies, 28, 1-331.
Levin, B. (1998). An epidemic of education policy: (What) can we learn from each other? Comparative Education, 34(2), 131-141.
Lotz-Sisitka, H., Wals, A. E., Kronlid, D., & McGarry, D. (2015). Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction. Current Opinion in Environmental Sustainability, 16, 73-80.
Lyster, R., & Ballinger, S. (2011). Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research, 15(3), 279-288.
Mathison, S., & Freeman, M. (1998). The logic of interdisciplinary studies. CELA Report Series 2.33. Retrieved January 22, 2021, from http://files.eric.ed.gov/fulltext/ED418434.pdf
McMurtry, A. (2011). The complexities of interdisciplinarity: Integrating two different perspectives on interdisciplinary research and education. Complicity: An International Journal of Complexity and Education, 8(2), 19-35.
Meeberg, G. (1993). Quality of life: A concept analysis. Journal of Advanced Nursing, 18, 32-38.
Morton, T. (2011). Dawn of the hyperobjects. [Video file] Lecture presented at New Climes Conference, Exeter, UK. Retrieved December 1, 2017, from https://www.youtube.com/watch?v=NS8b87jnqnw
Mukhopadhyay, R. & Sriprakash, A. (2011). Global frameworks, local contingencies: policy translations and education development in India. Compare: A Journal of Comparative and International Education, 41(3), 311-326.
Munroe, E., Borden, L., Murray Orr, A., Toney, D., & Meader, J. (2013). Decolonizing Aboriginal education in the 21st century. McGill Journal of Education, 48(2), 317-337.
Newell, W. H. (1986). Interdisciplinary undergraduate programs: A directory. Association for Integrative Studies.
Newell, W.H. (2001). A theory of interdisciplinary studies. Issues in Integrative Studies, 19, 1-25.
NEXTschool. (2018, February 28). Welcome to NEXTschool. Retrieved March 27, 2018, from http://blogdev.learnquebec.ca/nextschool/2018/02/28/hello-world/
Nikitina, S. (2002). "Navigating the disciplinary fault lines" in science and in the classroom: Undergraduate neuroscience classroom in mind, brain, and behavior at Harvard. Issues in Integrative Studies, 20, 27-44.
OECD. (1996). The knowledge-based economy. OECD, 96(102), 1-46.
Ogbu, J. U., & Simons, H. D. (1998). Voluntary and involuntary minorities: A cultural‐ecological theory of school performance with some implications for education. Anthropology & Education Quarterly, 29(2), 155-188.
Olson, J. (2009). The problem with infoshops and insurrection: US anarchism, movement building, and the racial order. In R. Amster, A. DeLeon, L. A. Fernandez, A. J. Nocella, & D. Shannon (Eds.), Contemporary anarchist studies: An introductory anthology of anarchy in the academy (pp. 35-45). Routledge.
Partnership for 21st Century Skills. (2009). Framework for 21st century learning. Retrieved January 21, 2021 from http://www.p21.org/our-work/p21-framework
Patterson, J.A. (2015). 21st Century Learning Initiatives as a Manifestation of Neoliberalism. In K.M. Sturges (Eds.), Neoliberalizing educational reform: Bold visions in educational research (pp. 213-237). Sense Publishers.
Penrod, J. (2007). Living with uncertainty: Concept advancement. Journal of Advanced Nursing, 57(6), 658-667.
Phelps, R. & Davis, B. (2005). Exploring the common spaces of education and complexity: Transphenomenality, transdisciplinarity, and interdiscursivity. Complicity: An International Journal of Complexity and Education, 2(1), 1-4.
Potvin, P., & Dionne, E. (2007). Realities and challenges of educational reform in the province of Quebec: Exploratory research on teaching science and technology. McGill Journal of Education, 42(3), 393-410.
Project Tomorrow. (2011). Going to school in 2015: How students envision the future! Retrieved January 21, 2021 from https://tomorrow.org/speakup/pdfs/Student%20Vision%202015%20(SU10).pdf
Ream, E & Richardson, A. (1996). Fatigue: A concept analysis. International Journal of Nursing, 33(5), 519-529.
Rennie, L. J., Venville, G., & Wallace, J. (2013). Knowledge that counts in a global community: Exploring the contribution of integrated curriculum. Routledge.
Repko, A. (2008). Interdisciplinary research: Process and theory. Sage.
Risjord, M. (2009). Rethinking concept analysis. Journal of Advanced Nursing, 65(3), 684–691.
Robinson, K., & Aronica, L. (2015) Creative schools: The grassroots revolution that’s transforming education. Penguin.
Robinson, M.B. & Beaver, K.M. (2009). Why crime? An interdisciplinary approach to explaining criminal behavior. Carolina Academic Press.
Schnurer, M. & Hahn, L. K. (2009). Accessible artifact for community discussion about anarchy and education. In R. Amster, A. DeLeon, L. A. Fernandez, A. J. Nocella, & D. Shannon (Eds.), Contemporary anarchist studies: An introductory anthology of anarchy in the academy (pp. 147-158). Routledge.
Senge, P. M. (2006). The fifth discipline (2nd Ed.): The art and practice of the learning organization. Doubleday/Currency.
Senge, P. M. (2012). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. Doubleday.
Simpson, L. B. (2017). This accident of being lost: Songs and stories. House of Anansi.
Steiner-Khamsi, G. (2012). For all by all? The World Bank’s global framework for education. In S. Klees, J. Samoff, N. P. Stromquist (Eds.), The World Bank and education (pp. 3-20). Sense Publishers.
Stroh, D. P. (2015). Systems thinking for social change: A practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results. Chelsea Green Publishing.
Toulouse, P. R. (2015). Beyond shadows: First Nations, Métis and Inuit student success. Canadian Teachers' Federation.
Truth and Reconciliation Commission of Canada. 2015. Truth and Reconciliation Commission of Canada: Calls to action. Retrieved January 21, 2021 from http://trc.ca/assets/pdf/Calls_to_Action_English2.pdf
Tuck, E., & Yang, K. W. (2013). Thinking with youth about theories of change. In Tuck, E., & Yang, K. W. (Eds.), Youth resistance research and theories of change (pp. 125-138). Routledge.
Venville, G. J., Wallace, J., Rennie, L. J., & Malone, J. A. (2002). Curriculum integration: Eroding the high ground of science as a school subject? Studies in Science Education, 37(1), 43-83.
Vickers, J. (1998). "[U]framed in open, unmapped fields": Teaching the practice of interdisciplinarity. Arachne: An Interdisciplinary Journal of the Humanities, 4(2), 11-42.
Vitikka, E., Krokfors, L., & Hurmerinta, E. (2012). The Finnish national core curriculum. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education: The principles and practices of teaching and learning in Finnish schools (pp. 83-96). Rotterdam: Sense Publishers.
Wade, G. H. (1998). A concept analysis of personal transformation. Journal of Advanced Nursing, 28(4), 713-719.
Wagner, T. (2008). The global achievement gap: Why even our best schools don’t teach the new skills our children need – and what we can do about it. Basic Books.
Walker L.O. & Avant K.C. (1995) Strategies for theory construction in nursing (3rd ed.). Appleton & Lange.
Westheimer, J. (2015). What kind of citizen? Educating our children for the common good. Teachers College Press.
Wilson, S. (2007). Guest editorial: What is an Indigenist research paradigm? Canadian Journal of Native Education, 30(2), 193.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés McGill Journal of Education / Revue des sciences de l'éducation de McGill 2021
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
Tous les individus désirant reproduire une partie ou l’ensemble du matériel publié sur ce site demander la permission en contactant mje.education@mcgill.ca et mentionner la Revue des sciences de l’éducation de McGill (RSÉM) en tant que source d'origine. De plus, les auteurs doivent transférer les droits d’auteur de leur article à la RSÉM. Ceux-ci peuvent utiliser une partie ou l’ensemble de leur texte dans une autre publication, tout en prenant soin de mentionner la Revue de la manière habituelle. Il est possible de se procurer un exemplaire du formulaire en envoyant un courriel au mje.education@mcgill.ca.
