Three Eras of Quebec Education: A Journey toward Inclusion or Further Fragmentation?
Quebec’s educational landscape has undergone profound transformations since the 1960s, traversing distinct ages marked by evolving philosophies and approaches. Sociologist Claude Lessard delves into these shifts, highlighting the challenges and contradictions inherent in the pursuit of educational equity.
## The Welfare State Model: A Promise of Universal Access
The first era, spanning roughly from the 1960s to the mid-1980s, was characterized by a commitment to universal access to education, underpinned by the principles of the burgeoning welfare state. The Parent Commission report (1962-1966) stands as a testament to this vision, advocating for a system that catered to the needs of all students, regardless of their background.
## The Rise of Market Forces: Efficiency and Competition
The second era, starting around the mid-1980s and extending until roughly 2015-2020, witnessed a shift towards a more market-driven approach. Frameworks focused on efficiency, standardized testing, and results-based management gained prominence. This era saw the rise of a competitive school market, with private (subsidized) and public schools vying for students and resources. While ostensibly promoting excellence, this emphasis on individual achievement often came at the expense of social equity.
## The Age of Individualized Differences: A Fragmented System?
Lessard argues that the present era, beginning around 2015-2020, is increasingly characterized by the valorization of individual differences. While seemingly progressive, this focus on tailoring education to individual needs can paradoxically lead to further fragmentation of the system. The multiplication of categories of difference fuels competition for resources and services, potentially exacerbating existing inequalities.
This trend is exemplified by the Quebec government’s approach to inclusion. The creation of the Institute of Excellence in Education (INEE) underlines the commitment to results-based management and a focus on individual potential. While noble in intention, this approach risks obscuring systemic barriers to equality.
## “Developing Full Potential”: A Questionable Ideal
The discourse surrounding “developing full potential” for every student, while seemingly aspirational, raises concerns. Is this concept quantifiable and universally attainable?
Lessard challenges the applicability of such language, underscoring the limitations of framing education solely within market-driven metaphors. He points to the inherent tensions between promoting individual potential and fostering a sense of collective responsibility and social solidarity.
## Beyond Segregation: Towards a More Equitable Future
The pursuit of inclusive education must be more than simply catering to diverse needs within a competitive framework. True inclusion requires confronting systemic inequalities and actively dismantling structures that perpetuate social divisions.
Quebec faces a critical juncture. Will it continue down a path of increasing fragmentation, where access to quality education is determined by individual circumstances and market forces? Or will it embrace a more transformative vision, one that prioritizes equity, social justice, and the common good?
The challenge lies in moving beyond the rhetoric of “full potential” and acknowledging the deeply rooted social and economic inequalities that continue to shape the educational experience of Quebec’s youth. Only then can the province truly fulfill its promise of providing a quality education for all.
How has the shift in educational values from universal access to a market-driven approach affected student outcomes across socioeconomic backgrounds in Quebec?
## Three Eras of Quebec Education: A Journey Toward Inclusion or Further Fragmentation?
**Interviewer:** Welcome to the show, Professor Lessard. Your work sheds light on the fascinating evolution of Quebec’s education system. Can you walk us through these distinct eras and the driving forces behind them?
**Professor Lessard:** Certainly. We can broadly divide Quebec’s educational history into three eras. The first, from the 1960s to the mid-1980s, was defined by a strong belief in universal access to education. The Parent Commission report, a landmark document, championed a system designed to cater to every student’s needs, regardless of background. This era reflected the values of the burgeoning welfare state.
**Interviewer:** So, a focus on equality and inclusivity right from the start?
**Professor Lessard:** Precisely. But the landscape shifted in the mid-1980s, ushering in the second era. Market forces started to dominate educational thinking. Efficiency, standardized tests, and a results-oriented approach took center stage. This led to a more competitive school market, with both public and private (subsidized) schools vying for resources and students.
**Interviewer:** Did this emphasis on competition ultimately benefit students from all backgrounds?
**Professor Lessard:** That’s debatable. While depicted as promoting excellence, this focus on individual achievement often came at the expense of equitable opportunities.
**Interviewer:** And where are we now, Professor? What defines your concept of the “third era.”
**Professor Lessard:** Starting around 2015-2020, we’ve entered an era that values individual differences. This seems progressive at first glance, but I argue it paradoxically runs the risk of further fragmentation.
**Interviewer:** Explain how emphasizing individualism could lead to fragmentation?
**Professor Lessard:** It’s a complex issue. Recognizing individual needs is important, but multiplying categories of difference can create intense competition for resources and services. This, I fear, could exacerbate existing inequalities instead of bridging them.
**Interviewer:** This is a provocative perspective. Thank you for sharing your insights, Professor Lessard. Your analysis certainly provides much food for thought about the future of education in Quebec.
**Professor Lessard:** My pleasure. It’s a conversation we need to continue having. [[1](https://www.ledevoir.com/opinion/idees/825429/ou-sommes-nous-rapport-ideaux-revolution-tranquille-education)]
