Charrette, J., & Kalubi, J. C. (2016). Collaborations école-famille-communauté: L’apport de l’intervenant interculturel dans l’accompagnement à l’école de parents récemment immigrés au Québec [School-Family-Community Collaborations: The Intercultural Social Worker as Intermediary between the School and Newly Arrived Immigrants in Québec]. Education Sciences and Society, 2, 127-149.
https://doi.org/10.3280/ess2-2016oa3929
http://tcri.qc.ca/images/publications/volets/volet-jeunes/2017/Actes_RN_ICI_ENJEU-mai_ 2017-Documents-internes/Josee_Charette_article_2.pdf

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.