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- Avery, Helen
(författare)
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Pratiques d’engagements collaboratifs : Le rôle de la bibliothèque dans un quartier urbain multiethnique en Suède
- 2013
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Ingår i: Education & Formation. - Mons : Université de Mons. ; , s. 97-107
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Tidskriftsartikel (refereegranskat)abstract
- L’article discute des pratiques d’engagement et de développement de littératies menées par un réseau de bibliothèques scolaires et publique intégrées, dans un quartier urbain multiethnique en Suède. La discussion traite en particulier les modalités de collaboration avec l’école, les familles, les associations, les centres de loisirs et autres acteurs du quartier, ainsi que les stratégies mises en place pour prévenir le désengagement scolaire. Le réseau de bibliothèques combine la connexion digitale et la collaboration par communautés de pratique virtuelles, avec un caractère de fort enracinement local, exprimé par son participation dans de nombreuses activités du quartier. La continuité dans les perspectives a permis d’affiner des compétences adaptées au contexte local spécifique et incite à investir dans le long terme, alors que la continuité de personnes a permis d’approfondir les relations collaboratives. La pédagogie inclusive, avec des racines dans l’éducation populaire, focalise la collaboration et l’émancipation, tant individuelle que collective. Plusieurs des activités de la bibliothèque, comme les cercles de lecture, visent l’expression, le travail sur les émotions et la diversité culturelle. Finalement, il ressort que le soutien accordé à toutes les langues du quartier, ainsi que l’utilisation de la multimodalité, favorisent particulièrement l’engagement scolaire des élèves issus de familles migrantes.
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- Avery, Helen
(författare)
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Acquérir les gestes qu’il faut: les mathématiques scolaires comme interaction et savoir-faire
- 2019
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Ingår i: AREF 2019. - : AREF. ; , s. 286-287, s. 286-287
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Konferensbidrag (refereegranskat)abstract
- The paper presents the synthesis of a series of studies on support measures for pupils with additional languages in Sweden, with a particular focus on the consequences of language support measures for teaching and learning school mathematics. The analysis identifies several critical aspects in mathematics teaching when the pupils transition from one school system to another, and particularly when they do not yet have a shared language to communicate among each other or with their teachers. Three aspects with relevance to language support will be discussed and illustrated with examples from the studies: the notion of mathematics as a formal language; the notion of levels and absolute progression in mathematics; the notion that learning mathematics means understanding "concepts".
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- Avery, Helen
(författare)
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De la nation-foyer à la nation-forteresse : quelles implications pour l’éducation des réfugiés en Suède?
- 2019
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Ingår i: AREF 2019. ; , s. 209-210
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Konferensbidrag (refereegranskat)abstract
- The tensions between tendencies to support and reject that can be observed in reception measures for newly-arrived students in Sweden are a consequence both of the general climate of hostility towards immigration in Europe, and features particular to Sweden. The paper summarises the historical background to the present situation, from the 1960s onwards, and points to some of the impacts for teachers and for civil society. The analysis will above all focus on three diverging but parallell trends and which overlap: dynamics of integration, dynamics of competition and social segregation; dynamics of 'securitisation'. These dynamics evolve within different conceptualisations of education, but also relate to social developments and conflicting visions for society as a whole.
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- Avery, Helen, et al.
(författare)
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Entre les mesures spéciales de soutien et l’enseignement : la réception des nouveaux-arrivants en Suède
- 2020
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Ingår i: Allophonie. Inclusion et langues des enfants migrants à l’école. - 9782359353006 ; , s. 39-52
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Bokkapitel (refereegranskat)abstract
- The system of welcoming newly arrived students in Sweden has experienced numerous modifications since its inception. Additionally, because the interpretation of education laws us left to the municipalities and head teachers, the various policies have resulted in a multitude of local practices. Over the years, a very wide range of models for organising newcomer reception have therefore been tried out in Sweden. This makes it possible to draw some conclusions regarding didactic implications, and to identify the most critical aspects. Across the various experiences, it is noteworthy that the reception system remains placed at the margins of the education system as a whole, which leads to inadequacies in teacher training as well as obstacles to the collaboration required across teams, professional groups and institutions. The pedagogy is based on a general perception ofthe incapacity of the student, while the many "special measures" that aim to compensate for perceived deficits do not result in teaching approaches that facilitate the transition between education systems or take into account expectations of the students and their families.
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| 7. |
- Avery, Helen, 1960-
(författare)
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Entre les mesures spéciales de soutien et l’enseignement: la réception des nouveaux-arrivants en Suède [Between special support measures and teaching: receiving newcomers in Sweden]
- 2020
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Ingår i: Allophonie. - Limoges : Lambert-Lucas. - 9782359353006
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Bokkapitel (refereegranskat)abstract
- The system of welcoming newly arrived students in Sweden has experienced numerous modifications since its inception. Additionally, because the interpretation of education laws us left to the municipalities and head teachers, the various policies have resulted in a multitude of local practices. Over the years, a very wide range of models for organising newcomer reception have therefore been tried out in Sweden. This makes it possible to draw some conclusions regarding didactic implications, and to identify the most critical aspects. Across the various experiences, it is noteworthy that the reception system remains placed at the margins of the education system as a whole, which leads to inadequacies in teacher training as well as obstacles to the collaboration required across teams, professional groups and institutions. The pedagogy is based on a general perception ofthe incapacity of the student, while the many "specialmeasures" that aim to compensate for perceived deficits do not result in teaching approaches that facilitate the transition between education systems or take into account expectations of the students and their families.
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