Résumés
Abstract
In 2008, the Québec Ministry of Education introduced the Ethics and Religious Culture (ERC) program. Though the ERC is a positive step forward in promoting and fostering much-needed religious literacy skills, the implications of a “neutral” professional posture asked of its teachers have been difficult to translate into the classroom. Neutrality is seen to infringe on a teacher’s sense of autonomy and authenticity. This article traces the concept of neutrality in Québec back to the state policies, showing that neutral pedagogy contradicts the ethics of religious sensitivity and religious literacy that Québec is seemingly promoting. It concludes by offering a more balanced approach to the teaching of religion in the classroom.
Résumé
En 2008, le Ministère de l’Éducation du Québec a introduit le programme d’éthique et de culture religieuse (ECR). L’ECR constitue une évolution positive pour la promotion et l’encouragement de compétences indispensables en instruction religieuse. Cependant, tout ce qu’implique et découle de l’adoption d’une attitude professionnelle «neutre» s’avère ardu à appliquer en classe. La neutralité est perçue comme portant atteinte à l’autonomie et l’authenticité des enseignants. Cet article dépeint le concept de neutralité au Québec, allant à la source des politiques gouvernementales et démontrant que la pédagogie neutre est en contradiction avec l’éthique de sensibilités et d’éducation religieuses que Québec vise à promouvoir. Celui-ci se termine en proposant une approche plus équilibrée de l’enseignement de la religion en classe.
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Parties annexes
Biographical note
Arzina Zaver is a PhD Candidate in the Faculty of Education at McGill University and an experienced educator. She has conducted an ethnographic study on the application of neutrality among Ethics and Religious Culture teachers.
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Parties annexes
Note biographique
Arzina Zaver est doctorante à la faculté des sciences de l’éducation de l’Université McGill et une enseignante d’expérience. Elle a piloté une étude ethnographique auprès des enseignants d’éthique et de culture religieuse sur la mise en pratique de la neutralité.