Bibliographic Details
| Title: |
AUTOBIOGRAPHIES DE LECTEURS À L'ÉCOLE SECONDAIRE: CHOISIR UN CORPUS DIVERSIFIÉ POUR SUSCITER UNE MEILLEURE COMPRÉHENSION DES AUTRES ET DE SOI. |
| Alternate Title: |
SECONDARY SCHOOL READERS’ AUTOBIOGRAPHIES: SELECTING A DIVERSE CORPUS TO FOSTER A BETTER UNDERSTANDING OF OTHERS AND ONESELF. |
| Authors: |
MIQUELON, ALEXIE1 alexie.miquelon@brebeuf.qc.ca |
| Source: |
McGill Journal of Education. Winter2026, Vol. 60 Issue 1, p221-230. 10p. |
| Subject Terms: |
*Autobiography, *Cultural pluralism, *Teachers, *Student engagement, *Secondary schools, *Educational literature, Social justice, Identity (Psychology) |
| Abstract (English): |
The reader's autobiography is a literary genre that can be used in the classroom to enhance students’ subjective investment in their reading. As it invokes the notion of identity, it is also useful for promoting cultural diversity in literary works, providing students with opportunities to identify with their school reading material and to discover diverse life paths. We offer secondary school French teachers a collection of excerpts from readers’ autobiographies that is diverse in terms of cultural background, gender, sexual orientation, and social class, enabling them to provide their students an education in literary reading that reflects their diversity, in a spirit of equity and inclusion. [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
L’autobiographie de lecteur est un genre littéraire qui peut être employé en classe pour valoriser l’investissement subjectif des élèves dans leur lecture. Comme il convoque la notion d’identité, il est indiqué pour valoriser la diversité culturelle dans les corpus littéraires de façon à offrir des occasions aux élèves de se reconnaitre dans leurs lectures scolaires et de découvrir des parcours de vie diversifiés. Nous proposons aux enseignants de français au secondaire un corpus d’extraits d’autobiographies de lecteurs diversifiées sur le plan de l’appartenance culturelle, du genre, de l’orientation sexuelle et de la classe sociale, afin de leur permettre d’offrir à leurs élèves un enseignement de la lecture littéraire qui rende compte de leur diversité, dans un esprit d’équité et d’inclusion. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
