Alphabétisation populaire en milieu de travail franco-ontarien

Authors

  • Yvan Comeau Université Laval

DOI:

https://doi.org/10.56105/cjsae.v10i2.2070

Abstract

Résumé

Cet article présente l'expérience d'alphabétisation en milieu de travail du Centre d'Alphabétisation de Prescott (CAP) dans trois entreprises, afin d'en comprendre les facteurs de réussite. Malgré une démarche commune d'implantation et de recrutement dans les trois entreprises, l'expérience ne s'est avérée un succès que dans un cas. L'auteur présente d'abord la spécificité de l'analphabétisme et de l'alphabétisation des travailleurs franco-ontariens. Puis, les entreprises sont décrites, de même que les innovations liées à l'organisation du travail les ayant incitées à mettre de l'avant une formation de base. Le récit de l'arrivée du CAP dans les trois entreprises et du recrutement expose les faits saillants du démarrage des activités. Il ressort de l'analyse que ce sont les dynamiques particulières des rapports sociaux entre les partenaires en alphabétisation en milieu de travail qui permettent de comprendre en quoi l'arrivée du CAP et le recrutement ont été différents dans chacune d'elles. Plus concrètement, au moins cinq phénomènes ont été favorables à l'alphabétisation dans l'une des entreprises: la bonne foi des dirigeants, la volonté commune de l'entreprise et du syndicat, la motivation du comité responsable, les interactions harmonieuses qu'a pu établir l'alphabétiseur et l'approche populaire du CAP.

This article relates the experience of teaching adult literacy in the workplace by Centre d'alphabétisation de Prescott (CAP) in three workplace settings, for the purpose of understanding their success-related factors. Despite similar procedures in all three locations, the experience succeeded in one case only. First, the author outlines the specifics of literacy and illiteracy among Franco-Ontarians. Second, the work settings are described, as well as the innovations which led to basic skills training requirements. A brief description of implementation and recruiting procedures provides additional background. The analysis shows that many of the differences between the cases can be explained by the particular dynamics between social groups in each location. Five conditions have been identified as facilitating success: good faith among managers; commonality of goals between labour and management; high motivation of committee members; the ability of facilitators to establish good rapport; and the popular approach used by CAP.

Downloads

Published

1996-11-01

How to Cite

Comeau, Y. (1996). Alphabétisation populaire en milieu de travail franco-ontarien. Canadian Journal for the Study of Adult Education, 10(2), 1–18. https://doi.org/10.56105/cjsae.v10i2.2070

Issue

Vol. 10 No. 2 (1996)

Section

Articles

License

Authors of manuscripts accepted for publication will be required to assign copyright to the Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). CJSAE requests that, as the creator(s)/author(s) of the manuscript your are submitting assign certain rights to the manuscript to the CJSAE in exchange for undertaking to publish the article in print and electronic form and, in general, to pursue its dissemination throughout the world. The rights the CJSAE requests are:

  1. The right to publish the article in print and electronic form or in any other form it may choose that is in keeping with its role as a scholarly journal with the goal of disseminating the work as widely as possible;
  2. The right to be the sole publisher of the article for a period of 12 months;
  3. The right to make the article available to the public within a period of not more than 24 months, as determined by relevant journal staff of the CJSAE;
  4. The right to grant republication rights to itself or others in print, electronic, or any other form, with any revenues accrued to be shared equally between the author(s) and the journal;
  5. The right to administer permission to use portions of the article as requested by others, seeking recompense when the CJSAE sees it as warrented;
  6. The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;
  7. As the author(s), the CJSAE wishes you to retain the right to republish the article, with acknowledgement of the CJSAE as the original publisher, in whole or in part, in any other pbulication of your own, including any anthology that you might edit with up to three others;
  8. As the author(s), the CJSAE withes you to retain the right to place the article on your personal Web page or that of your university or institution. The CJSAE askes that you include this notice: A fully edited, peer-reviewed version of this article was first published by the Canadian Journal for the Study of Adult Education, <Year>, <Volume>, <Issue>, <Page Numbers>.

BY AGREEING TO THE FOREGOING, YOU CONFIRM THAT THE MANUSCRIPT YOU ARE SUBMITTING HAS NOT BEEN PUBLISHED ELSEWHERE IN WHOLE OR IN PART, AND THAT NO AGREEMENT TO PUBLISH IS OUTSTANDING.

SHOULD THE ARTICLE CONTAIN MATERIAL WHICH REQUIRES WRITTEN PERMISSION FOR INCLUSION, YOU AGREE THAT IT IS YOUR OBLIGATION IN LAW TO IDENTIFY SUCH MATERIAL TO THE EDITOR OF THE CJSAE AND TO OBTAIN SUCH PERMISSION. THE CJSAE WILL NOT PAY ANY PERMISSION FEES. SHOULD THE CJSAE BE OF THE OPINION THAT SUCH PERMISSION IS NECESSARY, IT WILL REQUIRE YOU TO PURSUE SHUCH PERMISSSION PRIOR TO PUBLICATION.

AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.

Provided the foregoing terms are satisfactory, and that you are in agreement with them, please indicate your acceptance by checking the appropriate box and proceed with your submission.

This copyright agreement was extracted with permission from the "Best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).