Charette, J., Kalubi, J., & Lessard, A. (2019). Intervenants école-familles immigrantes: Défis et perspectives du role de médiation [School-Immigrant Family Collaboration: Challenges and Perspectives of the Role of Mediator]. La revue internationale de l’éducation familiale, 45, 23-45.
https://doi.org/10.3917/rief.045.0023
https://www.cairn.info/revue-la-revue-internationale-de-l-education-familiale-2019-1-page-23.htm

has been cited by the following article:

• TITLE: School-Immigrant Family-Community Collaboration Practices for Youth Integration

  AUTHORS: Khaoula Boulaamane, Yamina Bouchamma

  KEYWORDS: Immigrant Families, Educators, Community, Leadership, Practices

  JOURNAL NAME: Creative Education, Vol.12 No.1, January 15, 2021

  ABSTRACT: We examined “school-family-community” collaboration in a context of ethnocultural diversity to identify and analyze collaborative practices involving immigrant families. Interviews were conducted in Québec with 11 education stakeholders, 10 community representatives, and 7 members of immigrant-origin families. Our conceptual framework was inspired by Bronfenbrenner’s ecosystems model (1979) and Epstein’s overlapping influence approach (2001). Thematic analysis brought forth two dimensions favoring collaboration: leadership and the child’s perception of the integration process. Our results nevertheless show that school-immigrant family-community collaboration remains hindered by the trust issues and reluctance of certain partners, thus calling for additional resources and investments by every level concerned, particularly governmentdecision makers.