Résumés
Abstract
This research draws into question the effects that neoliberal policy reforms — with an emphasis on individual and measurable “competencies” — has on new teachers teaching sexuality education in Quebec. While we examine professional competencies that teachers can use to define their mandate for teaching sexuality education as a beginning professional, we also detail the ways in which the competencies constrain pedagogical practice. Our argument is that while there are avenues for teachers to use the professional competencies for sexuality education, neoliberal reforms atomize teachers in a search for accountability. As a result, for fear of generating controversy, potentially contentious issues like sexuality education are not readily addressed. This atomization restricts both teachers and the field — the policy circumscribes sexuality education as personal rather than cultural. As such, we are left impotent to address cultural issues of sexuality education.
Résumé
Ce projet de recherche remet en question les impacts qu’ont les réformes des politiques néolibérales — mettant l’accent sur les « compétences » individuelles et mesurables — sur l’éducation sexuelle enseignée par les enseignants débutants au Québec. Nous explorons les compétences professionnelles que peuvent utiliser les enseignants lors de la définition de leur mandat d’enseignement de la sexualité et ce, en tant que professionnel débutant. Nous examinons en détails de quelle manière les compétences entravent la pratique pédagogique. Nous soutenons que même si les compétences professionnelles offrent aux enseignants certaines pistes en termes d’éducation à la sexualité, les réformes néolibérales les poussent à s’isoler et à s’inscrire dans une logique de reddition de comptes. Par conséquent, des sujets potentiellement controversés comme l’éducation à la sexualité ne sont pas facilement abordés, de crainte de générer la controverse. Cet isolement limite à la fois les enseignants et le milieu, les politiques définissant l’éducation sexuelle comme personnelle plutôt que culturelle. Ainsi, nous nous retrouvons incapables d’aborder les aspects culturels de l’éducation à la sexualité.
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Biographical notes
DAN PARKER is a Brazilian-Canadian activist, artist, and educator. With a background in Humanities and French as a Second Language, he trained as a teacher at the University of Toronto (OISE) and completed his M.A. in Educational Studies at Concordia University. He currently gives “artivist” workshops in public schools and community groups in Montreal, while also organizing popular education events such as the Rap Battles For Social Justice.
ROBERT MCGRAY is currently an Assistant Professor of Education at Brock University. His research focuses on critical social theory and he has taught higher education in Quebec, Nova Scotia, Ontario, and Jamaica.
Bibliography
- Aids Community Care Montreal. (2011). The sex ed toolkit. Retrieved from http://sexedtoolkit.com/
- Apple, M. (2001). Comparing neo-liberal projects and inequality in education. Comparative Education, 37(4), 409-423.
- Carr, P. R. (2013). Thinking about the connection between democratizing education and educator experience: Can we teach what we preach? Scholar-Practitioner Quarterly, 6(3), 196-218.
- Chan, C. (2015, June 3). B.C. school apologizes after ‘vulgar’ and ‘excessively graphic’ sex ed cards handed out to Grade 8 and 9 students. Postmedia News. Retrieved from http://news.nationalpost.com/news/canada/b-c-school-apologizes-after-vulgar-and-excessively-graphic-sex-ed-cards-handed-out-to-grade-8-and-9-students
- Collins, V. E., & Carmody, D. C. (2011). Deadly love images of dating violence in the “Twilight Saga,” Affilia, 26(4), 382-394.
- Connell, C., & Elliott, S. (2009). Beyond the birds and the bees: Learning inequality through sexuality education. American Journal of Sexuality Education, 4(2), 83-102.
- Duquet, F. (2003). Sex education in the context of education reform. Montréal, QC: Gouvernement du Québec.
- Egale. (2012). My gay straight alliance. Retrieved from http://mygsa.ca
- Feldman, C. (2011, Mar 28). Sex at school: Sex education in Quebec. The Dominion. Retrieved from http://www.dominionpaper.ca/articles/3939
- Fields, J., & Hirschman, C. (2007). Citizenship lessons in abstinence-only sexuality education. American Journal of Sexuality Education, 2(2), 3-25.
- Harvey, D. (2005). A brief history of neoliberalism. Oxford, United Kingdom: Oxford University Press.
- Katz, J., Heisterkamp, H. A., & Fleming, W. M. (2011). The social justice roots of the mentors in violence prevention model and its application in a high school setting. Violence Against Women, 17(6), 684-702.
- Kettrey, H. H., & Emery, B. C. (2010). Teen magazines as educational texts on dating violence: The $2.99 approach. Violence Against Women, 16(11), 1270-1294.
- Klees, S. (2009). A quarter century of neoliberal thinking in education: Misleading analyses and failed policies. Globalization, Societies and Education, 7(1), 311-348.
- Koch, P. B. (2007). The what, why, and how of group learning in sexuality education. American Journal of Sexuality Education, 2(2), 51-71.
- Landreman, L., Edwards, K. E., Balon, D. G., & Anderson, G. (2008). Wait! It takes time to develop rich and relevant social justice curriculum. About Campus, 13(4), 2-10.
- Lester B. Pearson School Board (2011). Lester B. Pearson School Board 2010-2011 report on the partnership agreement, and the board’s contribution to the strategic plan of the Ministry of Education, Leisure and Sports. Montreal, QC: Lester B. Pearson School Board.
- Manseau, H., Blais, M., Engler, K., & Bossé, M. A. (2007). Integrating the perspective of vulnerable heterosexual male adolescents to prevent premature paternity and sexually transmitted infection. American Journal of Sexuality Education, 2(4), 43-66.
- Martin, J. L. (2008). Peer sexual harassment finding voice, changing culture — An intervention strategy for adolescent females. Violence Against Women, 14(1), 100-124.
- McLaren, P. (2009). Critical pedagogy: A look at the major concepts. In A. Darder, M. P. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (2nd ed., pp. 61-83). New York, NY: Routledge.
- McNeil, L. M. (1988). Contradictions of control, part 2: Teachers, students, and curriculum. Phi Delta Kappan, 69(6), 432-438.
- Ministère de l’Éducation, du Loisir et du Sport. (2001a). Teacher training: Orientations, professional competencies. Montréal, QC: Gouvernement du Québec.
- Ministère de l’Éducation, du Loisir et du Sport. (2001b). Quebec education program (approved version). Montréal, QC: Gouvernement du Québec.
- Ministère de l’Éducation, du Loisir et du Sport (2006). The probationary period for teachers in preschool, elementary and secondary education: The provisions of the regulation respecting teaching licenses and the evaluation of professional competencies expected of teachers. Montréal, QC: Gouvernement du Québec.
- Mojab, S. (2005). Class and race. New Directions for Adult and Continuing Education. 2005(106), 73-82.
- Otis, J., Gaurdeau, L., Duquet, F., Michaud, F., & Nonn, E. (2012). L’intégration et la coordination des actions en éducation à la sexualité en milieu scolaire dans le context en transformation des réseaux de l’éducation et de la santé: Rapport synthèse, (2e éd.). Montréal, QC : UQAM.
- Rehtaeh Parsons suspects in court to face child porn charges. (2013, August 15). CBC News: Nova Scotia. Retrieved from http://www.cbc.ca/news/canada/nova-scotia/rehtaeh-parsons-suspects-in-court-to-face-child-porn-charges-1.1320435
- Sex in the dark: A lack of education. (2013, Feb 21). CTV News Montreal. Retrieved from http://montreal.ctvnews.ca/sex-in-the-dark-a-lack-of-education-1.1165828
- Solomon, R. P. & Singer, J. (2011). Distinguishing our present context: The meaning of diversity and education for social justice. In R. P. Solomon, J. Singer, A. Campbell, A. Allen, & J. P. Portelli (Eds.), Brave new teachers: Doing social justice work in neo-liberal times (pp. 1-30). Toronto, ON: Canadian Scholars’ Press.
- Taylor, A. & Friedel, T. (2011). Enduring neoliberalism in Alberta’s oil sands: The troubling effects of private-public partnerships for First Nation and Métis communities. Citizenship Studies, 15(6-7), 815-835.
- The Canadian Press. (2015, May 4). Ontario sex ed curriculum: 5 things to know. CBC News: Toronto. Retrieved from http://www.cbc.ca/news/canada/toronto/ontario-sex-ed-curriculum-5-things-to-know-1.3059951
- Walters, A. S., & Hayes, D. M. (2007). Teaching about sexuality: Balancing contradictory social messages with professional standards. American Journal of Sexuality Education, 2(2), 27-49.
Parties annexes
Notes biographiques
DAN PARKER est un militant, un artiste et un enseignant brésilo-canadien. Il possède une formation en sciences humaines et en enseignement du français langue seconde. Il a aussi complété ses études en enseignement à l’Université de Toronto et sa maîtrise en Educational Studies à l’Université Concordia. Il anime régulièrement des ateliers « artivistes » dans des écoles publiques et au sein de groupes communautaires montréalais, tout en organisant des événements d’éducation populaires comme the Rap Battles For Social Justice.
ROBERT MCGRAY est actuellement professeur adjoint à la Brock University. Ses recherches portent sur la théorie sociale critique. Il a oeuvré en enseignement supérieur au Québec, en Nouvelle-Écosse, en Ontario et en Jamaïque.