La place des écoles alternatives dans les commissions scolaires québécoises: perceptions des groupes fondateurs quant aux facteurs de résistances et facteurs favorisants rencontrés

Authors

  • Sarah Arsenault Université de Montréal

Keywords:

administration scolaire, gouvernance de l'éducation, gestion du changement, contextes éducatifs, écoles alternatives

Abstract

Résumé

Cette contribution présente la problématique, le cadre théorique et méthodologique d’un projet de maîtrise en cours. Ce projet s’intéresse aux facteurs qui influencent l’ouverture d’une école publique alternative au Québec du point de vue des groupes de parents qui œuvrent à leur ouverture. Les niveaux de résistance institutionnelle au changement selon Bareil (2004) et les facteurs favorisants l’innovation sociale selon la théorie de la gouvernance réflexive (Maesschalck, 2001; Brabant, 2009) constituent les bases théoriques choisies pour répondre à la question générale « Quelles sont les perceptions des parents œuvrant à l’ouverture d’une école publique alternative quant aux facteurs qui favorisent ou contraignent leur ouverture? ».

Abstract

This contribution provides a theoretical framework and methodology for a research project focused on the various factors that influence the opening of an alternative public school in Quebec from the perspective of parents' groups working to open them. We will present the levels of institutional resistance to change according to Bareil (2004) and the factors that promote and support social innovation according to the reflexive governance theory (Maesschalck, 2001; Brabant, 2009).  This research project will pursue the following thematic question "What are the perceptions of parents pursuing the opening of an alternative public school concerning factors that promote or constrain their opening?"

 


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Published

2015-08-10

Issue

Vol. 999 No. 999 (2015)

Section

Research Study/Recherche

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