The International Observatory on Academic Achievement - Documentary search

File number :
CS-ISC-03e

Bibliographic reference :
Drolet, M. (1991). L'enseignement en milieux défavorisés: des pratiques pédagogiques ajustées à la socio-culture. Apprentissage et socialisation, 14(1), 19-30.

Abstract :

Article Purpose and Historical Context
It is widely recognized that underachievement, failure and dropout occur more often in schools of underprivileged environments. In this article, the author emphasizes the importance of adapting education to the socio-culture of these environments in order to counterbalance, at least in part, inequality youngsters from these environments have to face.

Initially, the author presents a thesis on accumulated deficiencies, which propounds that children from underprivileged environments are responsible for their own failure. According to this thesis, the cause of failure takes root in the accumulation of developmental delays (language, intelligence, socio-emotional development). From this standpoint, solutions implemented are intended to compensate for these deficiencies.

Since the thesis on accumulated deficiencies could hardly be supported by scientific evidence and the effectiveness of compensatory programs, the thesis of unsuited schools became the obvious alternative. It propounds that schools are responsible for students’ failure as they are not properly adapted to the real needs of children from underprivileged environments.

Adapting Education to Socio-culture
The author suggests that it is imperative to provide equal opportunities for success to underprivileged children, take into account the socio-cultural characteristics of their environments and adapt educational practices to them. To this effect, she points out that people from underprivileged environments are more action-oriented, realistic and non-intellectual. They access knowledge primarily through their senses. Following this discussion, the author indicates that in order to formulate educational practices properly (verbal communication, reading, writing) designed for students from underprivileged environments, the following aspects must be taken into account: 1) students are to learn through realistic methods, 2) students require immediate gratification, 3) cooperation is a crucial element of their culture and 4) the use of written language is not widespread in their environment.

Verbal Communication, Reading, Writing
Regarding verbal communication, Drolet emphasizes the importance of creating real communication situations in a playful context (e.g. role playing). The main role of teachers is to offer communication models and guide children.

As for reading skills, children from underprivileged environments generally have a scantier body of knowledge and have rarely seen their parents read. It is important to first help children discover the importance of reading as the key to success and to adapt reading situations to their body of knowledge.

When it comes to writing skills more specifically, the role of teachers is once again to shape and guide. To be effective, verbal interaction must be integrated into writing teaching techniques, as the socio-culture of underprivileged environments is oriented more towards verbal communication and cooperation.

In short, communication development in underprivileged environments, whether verbal or written, is optimized when suggested learning situations match the culture of these environments and include interaction.

Key Words :
Underprivileged Environment, Unsuited School, Accumulated Deficiencies, Educational Practices, Verbal Communication, Reading, Writing, Learning Difficulties

Monitored Countries :
Quebec (Canada)