Les Pratiques enseignantes mises en œuvre en contexte de classe autochtone universitaire : analyse du discours du corps enseignant d’une université québécoise

Authors

  • Gabriel Gingras-Lacroix Université du Québec en Abitibi-Témiscamingue
  • Oscar Labra Université du Québec en Abitibi-Témiscamingue

DOI:

https://doi.org/10.53967/cje-rce.v44i4.5043

Keywords:

corps enseignant universitaire, apprentissages holistiques, étudiants autochtones, pratiques enseignantes, pédagogie universitaire

Abstract

This phenomenological qualitative research conducted among ten members of the teaching staff of the University of Quebec in Abitibi-Témiscamingue studied teaching practices used to support the success of indigenous students. It results from the thematic analysis of the participants’ discourse, collected through semi-structured interviews, that their pedagogical choices do not depend on the presence of indigenous students in the group. This study also shows that, in this context, participants adapt the content of their courses and adopt an attitude of listening, flexibility, openness and respect. This reflects individual efforts made to make university education more inclusive of indigenous students.

Published

2021-12-14

How to Cite

Gingras-Lacroix, G., & Labra, O. (2021). Les Pratiques enseignantes mises en œuvre en contexte de classe autochtone universitaire : analyse du discours du corps enseignant d’une université québécoise. Canadian Journal of Education/Revue Canadienne De l’éducation, 44(4), 1051–1083. https://doi.org/10.53967/cje-rce.v44i4.5043