Se réapproprier les programmes éducatifs
Innovations féministes au service d’un avenir sans violence
Mots-clés :
éducation au consentement, théorie critique des programmes éducatifs, éducation essentielle aux médias, prévention de la violence sexuelle, éducation à la justice sociale, féminisme transnationalRésumé
Cet article présente les principaux facteurs qui incitent les intervenants adultes de l’Ontario à soutenir le programme éducatif portant sur le consentement et la non-violence dans l’éducation primaire et secondaire. Il s’appuie sur une étude qui a utilisé trois approches qualitatives : (1) la conception d’un module original d’éducation aux médias pour les jeunes ontariens âgés de 13 à 15 ans; (2) l’évaluation du module par divers intervenants du système d’éducation primaire et secondaire de l’Ontario (n= 20); et (3) l’analyse de documents d’archives relatifs à l’éducation au consentement et aux médias en Ontario, dont des programmes officiels et des reportages médiatiques. Quatre grands facteurs ont amené les intervenants à soutenir le programme éducatif pour le primaire et le secondaire sur le consentement et la non-violence en Ontario. Tout d’abord, les méthodes pédagogiques axées sur les médias qui peuvent faciliter l’éducation au consentement qui est « adaptée à la culture » (Ladson-Billings 1994; 1995) pour divers apprenants de l’Ontario intriguent les intervenants. Les intervenants sont aussi plus disposés à appuyer les initiatives liées au consentement et à la prévention de la violence si elles s’accompagnent d’un perfectionnement professionnel et d’outils pédagogiques. Les groupes d’éducateurs et l’organisation politique permettent également des méthodes pédagogiques plus féministes et plus axées sur la justice sociale dans les salles de classe, notamment l’éducation au consentement. Enfin, les conseils de parents et les groupes communautaires sont des lieux dans lesquels le militantisme et l’échange de connaissances sont essentiels pour répondre aux besoins des membres de la collectivité, tout en enrayant les attitudes et les comportements des intervenants qui empêchent les initiatives de prévention de la violence dans le domaine de l’éducation.
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Références
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