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Interdisciplinarity in Quebec Schools: 40 Years of Problematic Implementation

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Author


Lenoir, Yves
Hasni, Abelkrim

Editor


Lenoir, Yves
Klein, Julie Thompson

Contributor


Lenoir, Yves
Hasni, Abelkrim

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10_Vol_28_pp_238_294_Interdisciplinarity_in_Quebec_Schools_40_years_of_Problematic_Implementation_(Yves_Lenoir_and_Abelkrim_Hasni).pdf

Description


This article presents a portrait of interdisciplinarity in the Quebec school system. Following a contextual overview of this system, including its sociohistorical evolution and current organization in order to define the problem of interdisciplinarity, a second section, beginning with a clarification of terms related to interdisciplinarity, explores the evolution of the concept over the course of the six curricula that have succeeded one another since the beginning of the 20th century, before describing the place of interdisciplinarity in this system. The third section presents the results of research conducted since 1985 on the discourse of primary school teachers concerning interdisciplinarity and its implementation in the classroom. Teacher conceptions and practices related to interdisciplinarity, as well as the place and function they ascribe to it, are dealt with in the next section. Finally, section four presents the results of a recent study on interdisciplinarity at the secondary school level. In the conclusion, we highlight, among other things, the central place given by teachers to socialization, as well as their limited consideration for teaching disciplinary knowledge.

Citation


Lenoir, Yves, and Abelkrim Hasni. "Interdisciplinarity in Quebec Schools: 40 Years of Problematic Implementation." Issues in Integrative Studies 28 (2010): 238-294.

Date


2010

Subject


Quebec school system
Curriculum
Primary school instruction
Interdisciplinarity
Disciplinarity
Teacher conceptions and practices
Teaching/learning processes
Hierarchization of disciplines
Relation to knowledge

URI


http://hdl.handle.net/10323/4460

Collections


  • Issues in Interdisciplinary Studies Volume 28 (2010)

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