An island of possibility: The construction of culture in a Francophone school Carla DiGiorgio, PhD Faculty of Education, UPEI

History Francophone schools in Canada Francophone schools in Canada Provincial system, geographic factors Provincial system, geographic factors 2003/04: inclusion and Francophone 2003/04: inclusion and Francophone

Methodology Ethnographic case study Ethnographic case study One year One year Grounded theory: interviews, observations, document analysis Grounded theory: interviews, observations, document analysis Theory elaboration later- Bourdieu Theory elaboration later- Bourdieu

Findings An island unto itself: the principal on being isolated: An island unto itself: the principal on being isolated: “Ok. I see it as an advantage. I look at it differently. I find it is an advantage. Over the years, we’ve gained a reputation. An impression of the school in the media that it is like a private school. A good school. The fact that we’re unique. That is a good thing. “Ok. I see it as an advantage. I look at it differently. I find it is an advantage. Over the years, we’ve gained a reputation. An impression of the school in the media that it is like a private school. A good school. The fact that we’re unique. That is a good thing.

A hybrid of clientele and staff Geographic backgrounds Geographic backgrounds Linguistic backgrounds Linguistic backgrounds Cultural backgrounds- Acadian vs. Quebecois vs. France Cultural backgrounds- Acadian vs. Quebecois vs. France Education, special needs, parenthood Education, special needs, parenthood

The wish for something different… French: “Why? Because I’m totally French. Bilingual. Ah, I’m not Acadian. I’m French. Um. I wanted her because my wife don’t speak French, I wanted her to at least go to French school and that would be the first uh easier way of her learning French. French: “Why? Because I’m totally French. Bilingual. Ah, I’m not Acadian. I’m French. Um. I wanted her because my wife don’t speak French, I wanted her to at least go to French school and that would be the first uh easier way of her learning French.

English: “And but the main reason was class size. Because the other schools in the area. It was all talk about class sizes and not enough attention for students, and we just felt that, he would get a better education there.” “But one of the things I found with the teachers here with regard to (child), and no doubt it’s the same with the other students, they almost intuitively can sense what the kids know and what they don’t know. They can tell by, they get to know them so well from facial reactions and body language and stuff. Like in a class of thirty I’m sure you would have no sense if little Johnny knows his work or not, so you just give him the test, and lo and behold he fails it. In this school, I think they can sense what you don’t know so they can start preparing the kids to make sure that they do understand it, so when tests and assignments come along, they can do them and get through them…And that’s one of the things (child) likes. That’s what I like about the school. You know, they know, they really know him?”

Challenges parents brought to the school: “We were looking for another school, but they couldn’t guarantee us um a teacher’s assistant and they couldn’t guarantee us the resources. So a friend of mine who works with children, had mentioned, why not this school? And we thought about it, and it’s like, this would be the perfect school. Because there’s more programs available, more funding, and (child) would be starting basically at the same level as everyone else. Not being able to speak it (French).” “We were looking for another school, but they couldn’t guarantee us um a teacher’s assistant and they couldn’t guarantee us the resources. So a friend of mine who works with children, had mentioned, why not this school? And we thought about it, and it’s like, this would be the perfect school. Because there’s more programs available, more funding, and (child) would be starting basically at the same level as everyone else. Not being able to speak it (French).”

Safety Mom: (speaking of English school) Uh, well, it’s just kind of violent. And there’s no supervision… Ron: This school is leaps and bounds ahead of the other one… Marie: She wouldn’t survive at (English school). She wouldn’t. Ron: She’s too innocent. She’d be taken advantage of. Marie: Beaten to death…I think it would be a lot more stressful at another school. I’d be terrified about lunchtime with her. I’d be terrified of school grounds. I’d be terrified about her getting a bus.

The school was the means for this change to happen. How did the schools address parents’ wishes? How did the schools address parents’ wishes? Linguistic compromise at home Linguistic compromise at home Zero tolerance at school Zero tolerance at school Safety, respect Safety, respect Pride in a successful place Pride in a successful place

Result: Welcome “We go in there probably maybe twice a month anyway and bring them, just walk into their class…and they like that? They’re not like, ‘where are you going’ and you know, they recognize you? And it’s really like, I don’t know, friendly. Nice. Ya.. “We go in there probably maybe twice a month anyway and bring them, just walk into their class…and they like that? They’re not like, ‘where are you going’ and you know, they recognize you? And it’s really like, I don’t know, friendly. Nice. Ya..

Result: Buy in from home “This is just for the parents to learn French. ‘Cause they really want it to encompass your whole life…It’s amazing. We love the school. We’re so happy. Well, I love this school. (Father): I sing its praises all the time. “This is just for the parents to learn French. ‘Cause they really want it to encompass your whole life…It’s amazing. We love the school. We’re so happy. Well, I love this school. (Father): I sing its praises all the time.

Conclusion Multiple roles of school: safety, individual attention, culture, inclusion Multiple roles of school: safety, individual attention, culture, inclusion Multiple contributions of families Multiple contributions of families Flexibility on the part of school Flexibility on the part of school Multiple identities of participants Multiple identities of participants

Limitations/recommendations One school- case in context One school- case in context But it provided a lot of opportunity to explore the complexity But it provided a lot of opportunity to explore the complexity Recommend further study into Francophone school as alternative community Recommend further study into Francophone school as alternative community How do parents’ choices and school’s offerings affect the future of education and community? How do parents’ choices and school’s offerings affect the future of education and community? How is culture really made? Can Francophones have a national identity in Canada? Or is it very local and specific to its community? How is culture really made? Can Francophones have a national identity in Canada? Or is it very local and specific to its community? What does this research say about the inclusion taking place in regular English school settings and communities, if parents are choosing to go elsewhere? What does this research say about the inclusion taking place in regular English school settings and communities, if parents are choosing to go elsewhere?