Book Description
Few studies of imposed social change and minority education have considered the effects of nationalist and self-initiated social change on schooling. This book explores the impact of 20 years of such efforts. Following an overview and analysis of the historical, socio-economic and political forces which have shaped Quebecois cultural identity and their educational system, the author presents an ethnographic case study of two secondary schools and the surrounding community in a predominantly French-speaking, lower-middle-class district of Montreal. The focus is on how socio-economic and educational changes have affected the classroom behavior, perceptions, and aspirations of Quebecois students-particularly in the light of the subtle yet persistant gap in school achievement between English and French-speaking students.
