The Involvement of Educational Professionals in Educational Reforms: International Perspectives and Lessons for Quebec’s Bill

The Involvement of Educational Professionals in Educational Reforms: International Perspectives and Lessons for Quebec’s Bill

• Sonia Revaz, Groupe genevois d'Analyse des politiques éducatives, Suisse

• Louis LeVasseur, Université Laval, Canada

• Bernard Wentzel, Université Laval, Canada

doi : https://dx.doi.org/10.18162/fp.2024.904

Résumé

We propose to examine the ways in which teaching professionals are involved in educational reform processes. To do so, we base our theoretical reflection on empirical studies of reforms implemented in France, Switzerland and Quebec. By questioning the role and place of professionals in public educational action, our reflection leads to a «concertation deficit» with regard to the world of education in general, inducing a risk for the legitimacy of the governance of educational systems and for the political decisions made about them. This heuristic basis is then used to analyze how the new Bill 23 was developed in Quebec, and the role played by professional actors.

Abstract

We propose to examine the ways in which teaching professionals are involved in educational reform processes. To do so, we base our theoretical reflection on empirical studies of reforms implemented in France, Switzerland and Quebec. By questioning the role and place of professionals in public educational action, our reflection leads to a «concertation deficit» with regard to the world of education in general, inducing a risk for the legitimacy of the governance of educational systems and for the political decisions made about them. This heuristic basis is then used to analyze how the new Bill 23 was developed in Quebec, and the role played by professional actors.