Iseahz

Quand le chercheur s’investit dans son action de recherche, il entretient un rapport cognitif et affectif avec son objet d’étude. Dans cet article, nous souhaitons aborder comment la question de l’implication du chercheur est un enjeu de la recherche et en quoi l’analyse des processus à l’oeuvre pour le chercheur peut devenir un objet de réflexion qui permet aussi une compréhension de l’objet d’étude. Dans le cadre d’une recherche doctorale sur le rôle de la religion et de l’école dans la construction identitaire des jeunes, notre immersion dans une école primaire au Québec nous place au coeur d’un processus réflexif sur la posture du chercheur, sur sa réflexivité et sur son positionnement par rapport à soi-même, à ses sujets de recherche et à ses outils de collecte de données. Dans cette étude, l’observation ethnographique comme outil de collecte de données nous a placé au coeur d’un processus conversationnel continu avec les sujets, avec les données et avec soi-même. Le processus ...

This study addresses the religious identification of young people from an immigrant background in the context of a sociological perspective. This study is essentially focused on young people's perceptions of their religious identities. We tried to understand the religious markers exhibited by young people attending a religious Muslim school in Canada. How do these students construct identity in the gears of religion, school, home society and parental culture? Young people are thus given the opportunity to express their identity-building perspectives. Through an ethnographic stay, the data collection took place in a private school located in Quebec, Canada. The data analysis allowed us to identify some religious identity markers developed by participants during their biographical and social paths. Participants are hence distinguished as a cultural group in a minority context. These religious markers also seem more adapted to the context of young people and more open to others

This study relates to private schools in Quebec, which primarily shelter Muslim immigrant children. In Quebec, although society is delighted with its public education, which has become officially secular, the number of religious school has quickly increased after the events of September 11, 2001. The ministry of education counts 252 religious schools, which, in 2012, served 126,000 students 1. Often being called religious or ethno-religious schools, these institutions present the formal curriculum and claim to provide students with an educational environment that meets the requirements of the religious community in the land of immigration. However, Statistics Canada polls show that immigrant youth appear to be twice as likely to attend religious services as their Canadian peers 2. Hence, the role of these schools is often questioned, causing great concern about their roles and goals in a secular society like that of Quebec. especially with the rise of Islamist terrorism in West We use participant observations to describe the religious character of these schools, particularly the Muslim schools faith, and to understand their role in Quebec society through the ethnographic accommodation.