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État de publication: Publiée (2020 )
Type de présentation: Conférence
Nom de la rencontre: The FERA conference on education
Résumé: School community members can play an important role in participating in the modelling of classroom lessons aiming at developing critical thinking skills that could enable adolescents to make relevant choices with relation to their health. This presentation discusses how the key players’ multilayered collaboration between grand-parents, parents, medical doctor, teachers and special ed teachers can be enacted to address a controversial issue with 8th grader adolescents. The controversial issue addressed in this case, is the legalization of cannabis (Cannabis Act, 2018) for adults. It proposes new settings to address collaboration with high school teachers who often resist addressing controversial issues in their classrooms. Drawing on Expansive Learning, the Change Laboratory methodology was put in place in two schools to take into consideration the adolescents’ need to exchange on the problems and solutions to be implemented. Qualitative and quantitative data were collected. The results 1- unveil the discursive manifestations of contradiction that emerged; 2- identify the expressions of transformative agency as participants engaged and moved toward the co-construction of the shared object (i.e., classroom lessons), and 3- highlight the relevance of the Change Laboratory to foster the participants’ agency in supporting the school team to better accompany adolescents in light of cannabis legal changes.
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