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Benoit, M., Rousseau, C., Ngirumpatse, P., & Lacroix, L. (2008). Relations Parents Immigrants-écoles dans l’espace montréalais: Au-delà des tensions, la rencontre des rêves [Immigrant Parent-School Relationships in Montréal: Beyond the Tensions, Dreams Exist]. Revue des sciences de l’éducation, 34, 313-332.
https://doi.org/10.7202/019683ar

has been cited by the following article:

• TITLE: School-Immigrant Family-Community Collaboration Practices for Youth Integration

  AUTHORS: Khaoula Boulaamane, Yamina Bouchamma

  KEYWORDS: Immigrant Families, Educators, Community, Leadership, Practices

  JOURNAL NAME: Creative Education, Vol.12 No.1, January 15, 2021

  ABSTRACT: We examined “school-family-community” collaboration in a context of ethnocultural diversity to identify and analyze collaborative practices involving immigrant families. Interviews were conducted in Québec with 11 education stakeholders, 10 community representatives, and 7 members of immigrant-origin families. Our conceptual framework was inspired by Bronfenbrenner’s ecosystems model (1979) and Epstein’s overlapping influence approach (2001). Thematic analysis brought forth two dimensions favoring collaboration: leadership and the child’s perception of the integration process. Our results nevertheless show that school-immigrant family-community collaboration remains hindered by the trust issues and reluctance of certain partners, thus calling for additional resources and investments by every level concerned, particularly governmentdecision makers.