Strategies for co-education, between family culture and school culture
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Conference papersAbstract
The PISA study (2018) recommends considering social diversity to fight school failure, while teachers are confronted with the cultural diversity of students and their families. Our study focuses on an elementary school in a priority education network that promotes artistic and cultural education projects (PEAC), which are considered as tools for the acquisition of academic skills, particularly language skills (Collin, 2013). This participatory research, based on an ethno-sociological methodology, identifies the success and blocking factors in the process of families’ and students’ adherence to school projects. We present an analysis of the main data and the results. We discuss the intercultural dimensions in the school from the perspective of a more inclusive school.
