Culture, identite et fonction culturelle de l'Ecole francophone : representations chez les intervenants au Conseil scolaire francophone de la Colombie-Britannique

This research aims at probing the perceptions of the cultural role of francophone schools in British Columbia. It is only very recently that francophone parents have won legal rights to self-govemance in matters of education. The recognition of these rights has led to the implementation of a French Education Authority, which oversees the administration of al1 francophone schoo1s in British Columbia. This has renewed enthusiasm for the promotion of French cultural identity. The official raison d'?tre of francophone schools is to preserve and develop this identity in its students. In their respective contexts, several American and Canadian researchers have studied models and factors contributing to the preservation and development of culturai identity in students. Definitions of culture also vary according to different perspectives amongst which the anthropological and the sociological points of view, the theory of language and culture and the identification of culture to artistic production. The Ministry of Education progarns have been adapted for the needs of Francophone schools. Many iRPs (integrated Resources Packages) such as the French language arts and social studies cumculum target culture as a main area of leaming and growth. In this context, an inquiry about Francophone perspectives on culture, identity and what is or should be the culturd function of schools seemed timely and relevant. For this study, interviews were conducted with teachers and principals in three elementary Francophone schools in the Vancouver area. Administrators at the French Education Authority as weii as some of the eiected school board tmstees were also interviewed. Various perceptions expressed are outlined, contrasting and comparing viewpoints in order to corne to a better understanding of how members of the education comrnunity view the cultural role of francophone schools in British Columbia. Out of the study emerges a heterogeneous view of cuihue and identity based on the respective origins and experience of participants- The study also outlines a composite portrait of the francophone community based in the Vancouver area. It concludes with a series of recomrnendations aimed at guiding the management of cultural development and dissemination within schools under the jurisdiction of the Francophone Education Authority.