{"id":46495,"date":"2023-01-11T06:00:57","date_gmt":"2023-01-11T11:00:57","guid":{"rendered":"https:\/\/rire.ctreq.qc.ca\/?p=46495"},"modified":"2023-01-11T13:50:00","modified_gmt":"2023-01-11T18:50:00","slug":"enseigner-en-contexte-de-diversite-ethnoculturelle","status":"publish","type":"post","link":"https:\/\/rire.ctreq.qc.ca\/enseigner-en-contexte-de-diversite-ethnoculturelle\/","title":{"rendered":"Enseigner en contexte de diversit\u00e9 ethnoculturelle"},"content":{"rendered":"","protected":false},"excerpt":{"rendered":"<p>C\u2019est maintenant pr\u00e8s du tiers des \u00e9l\u00e8ves qu\u00e9b\u00e9cois.es qui sont issu.e.s de l\u2019immigration, de premi\u00e8re ou de deuxi\u00e8me g\u00e9n\u00e9ration (MEQ, 2021). C\u2019est la r\u00e9gion de Montr\u00e9al qui continue \u00e0 en accueillir la majorit\u00e9, mais ses banlieues ainsi que d\u2019autres r\u00e9gions sont marqu\u00e9es par une croissance constante du nombre de ces \u00e9l\u00e8ves alors que leur pr\u00e9sence \u00e9tait plut\u00f4t marginale jusqu\u2019\u00e0 tout r\u00e9cemment (Hirsch et al., 2021). Dans ce contexte de diversit\u00e9 croissante, le r\u00f4le de l\u2019\u00e9cole dans la prise en compte de la diversit\u00e9 ethnoculturelle, linguistique et religieuse est central (MEQ, 1998\u2009; MEQ, 2001\u2009; MEES, 2017)<\/p>\n","protected":false},"author":37,"featured_media":46505,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v18.2 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Enseigner en contexte de diversit\u00e9 ethnoculturelle - CTREQ - RIRE<\/title>\n<meta name=\"description\" content=\"C\u2019est maintenant pr\u00e8s du tiers des \u00e9l\u00e8ves qu\u00e9b\u00e9cois.es qui sont issu.e.s de l\u2019immigration, de premi\u00e8re ou de deuxi\u00e8me g\u00e9n\u00e9ration (MEQ, 2021). C\u2019est la r\u00e9gion de Montr\u00e9al qui continue \u00e0 en accueillir la majorit\u00e9, mais ses banlieues ainsi que d\u2019autres r\u00e9gions sont marqu\u00e9es par une croissance constante du nombre de ces \u00e9l\u00e8ves alors que leur pr\u00e9sence \u00e9tait plut\u00f4t marginale jusqu\u2019\u00e0 tout r\u00e9cemment (Hirsch et al., 2021). Dans ce contexte de diversit\u00e9 croissante, le r\u00f4le de l\u2019\u00e9cole dans la prise en compte de la diversit\u00e9 ethnoculturelle, linguistique et religieuse est central (MEQ, 1998\u2009; MEQ, 2001\u2009; MEES, 2017).\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/rire.ctreq.qc.ca\/enseigner-en-contexte-de-diversite-ethnoculturelle\/\" \/>\n<meta property=\"og:locale\" content=\"fr_CA\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Enseigner en contexte de diversit\u00e9 ethnoculturelle - CTREQ - RIRE\" \/>\n<meta property=\"og:description\" content=\"C\u2019est maintenant pr\u00e8s du tiers des \u00e9l\u00e8ves qu\u00e9b\u00e9cois.es qui sont issu.e.s de l\u2019immigration, de premi\u00e8re ou de deuxi\u00e8me g\u00e9n\u00e9ration (MEQ, 2021). 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