Références bibliographiques
Références bibliographiques
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Banks, J. A. (1996). The historical reconstruction of knowledge about race: Implications for transformative teaching. Dans J. A. Banks (Dir.), Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives (p. 64-87). Teachers College Press.
Bell, L. A. (2016). Theoretical foundations for social justice education. Dans M. Adams et L. A. Bell (Dir.), Teaching for diversity and social justice (3e éd.) (p. 3-26). Routledge.
Boyd, A. S. et Miller, J. (2020). Let’s give them something to talk (and act!) about: Privilege, racism, and oppression in the middle school classroom. Voices From the Middle, 27(3), 15–19. https://library.ncte.org/journals/VM/issues/v27-3/30532
Hackman, H. W. (2005). Five essential components for social justice education. Equity & Excellence in Education, 38(2), 103–109. doi: 10.1080/10665680590935034
Kelly, C. (2020). Tough talking: Teaching White students about race and responsibility. Voices From the Middle, 27(4), 31–34. https://library.ncte.org/journals/VM/issues/v27-4/30702
Le Centre Franco. (2019, 2021). Pour une pédagogie sensible et adaptée à la culture (PSAC). https://psac.lecentrefranco.ca/index.html
Lekas, H.-M., Pahl, K. et Fuller Lewis, C. (2020). Rethinking cultural competence: Shifting to cultural humility. Health Services Insights, 13, 1–4. https://doi.org/10.1177/1178632920970580
Lightner, S. C. (2020). Critical companions: Using literary theories to negotiate controversial topics in young adult novels. Voices From the Middle, 27(3), 25–29.
Stachowiak, D. M. (2017). Social action and social justice: A path to critical consciousness for engagement. Voices from the Middle, 24(3), 29–32. https://doi.org/10.58680/vm201728990
Villegas, A. M. et Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32. https://studysites.sagepub.com/eis2study/articles/Villegas%20and%20Lucas.pdf
