The Role of Schooling in the Maintenance and Transformation of Ethnic Boundaries Between Linguistic Communities: Contrasting Quebec and Belgium.

Abstract

RESUME/ABSTRACT In this article, we contrast the situation regarding the extent of common or segregated schooling in Quebec and Belgium, societies divided by a deep-rooted conflict between linguistic communities contending for majority status. The wider social and political context, especially regarding language relations, is first presented. Then, a historical overview of the role that educational structures, policies, and programs have played in the maintenance or transformation of ethnic boundaries between linguistic communities is provided. Some elements of the current situation, which may differ depending on the specificities of each society as well as the research available, are also highlighted, and their educational and social consequences discussed. Finally, each case study provides some reflections on potential future challenges to be faced by the educational system in light of a changing reality. In the last part of the article, written jointly, we try to identify the commonalities which exist between both experiences, despite contextual differences, and to suggest hypotheses on the meaning of such trends-for both societies that need to be further explored. L'objectif de cet article est de contraster la situation et l'etendue de la scolarisation commune ou scgreguee au Quebec et en Belgique, des societes divisees par tin conflit profondement enracine entre des communautes linguistiques en competition pour le statut de majorite. Nous presentons d'abord le contexte social et politique general, particulierement en ce qui a trait aux relations linguistiques, puis un apercu historique du role joue par les structures, politiques et programmes educatifs dans le maintien ou la transforn3ation des frontieres ethniques entre les comnmnautes linguistiques. Quelques elements de la situation actuelle, qui peuvent varier selon les particularites et les recherches disponibles pour chaque societe, sont aussi presentes ainsi que leurs consequences educatives et sociales. Enfin, chaque etude de cas fournit quelques reflexions sur les defis futurs auxquels le systeme d'education sera confronte lace a une realite changeante. Dans la derniere partie de l'article, ecrite conjointement, nous tentons d'identifier les points communs des experiences quebecoise et belge, malgre les differentes contextuelles, et de suggerer des hypotheses a explorer concernant la signification de ces tendances pour les deux societes INTRODUCTION In societies divided by a deep-rooted conflict between linguistic communities contending for majority status, education has always played a central role, both in the cultural and linguistic reproduction of each group and in the definition of their relationship (Dunn 1990; Leman 1999; Mc Andrew and Gagnon 2000). Traditionally, community control of a relatively homogenous and largely autonomous school system (or sub-system) has been highly valued by political leaders, citizens, and parents, all of whom are concerned with the survival of their community. The formal and hidden curriculum of schools was, and still is, considered the main vehicle to transmit language, culture (even if the latter is constantly redefined), and group allegiance to the next generation. Notwithstanding, or perhaps because of, their relative success in this regard, segregated school systems (1) are more and more criticized, especially in countries where a latent conflict has evolved into violence. The fostering of parochial, if not stereotypical, views of the other community (especially through the teaching of history), the lack of common socialization between peers at the age when attitudes are being formed, as well as the value placed on monolingualism, in opposition to the bilingual or multilingual nature of the country, are among the sins commonly attributed to such an educational formula (Irwin 1992; McAndrew and Lemire 1996). Moreover, in a context characterized by increased migration and multiple cultural identities, the very concept of a school catering to a homogenous, historically-defined community is being challenged. …

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