OFDE Observatoire sur la formation à la diversité et l’équité (2020). Diriger et agir pour l’equite, l’inclusion et la justice sociale: Boite a outils pour les directions d’etablissement d’enseignement [Leading and Working for Equity, Inclusion, and Social Justice: A Tool Box for School Principals].
https://papyrus.bib.umontreal.ca/xmlui/handle/1866/22946

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.