Larivée, S. J., Bédard, J., Couturier, Y., Kalubi, J. C., & Larose, F. (2017). Les pratiques de collaboration école-famille-communauté efficaces ou prometteuses: Synthèse des connaissances et pistes d’intervention [Effective and Winning School-Family-Community Collaboration Practices: What We Know and What We Can Do].
http://www.frqsc.gouv.qc.ca/documents/11326/448958/AP_2014-2015_LariveeS_rapport_ecole-famille-communaute.pdf.pdf/9a254d5f-da94-47fd-939c-d69f1419b2c5

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.