Inequities in Black et Blanc: Textual Constructions of the French Immersion Student

Abstract

This thesis is an investigation into Toronto and Ontario French immersion policy, curricula, and other related documents in order to understand if and how current documents contribute to the over-representation of White middle-class students in French immersion. The study found that French immersion policies, curricula, and documents evidenced a middle-class bias due to lack of resources, transportation and promotional materials, and location of programs. It had a White bias through its Eurocentric curricular content. The documents of this study also privileged English above all other languages, and families who were not newcomers. The documents did not entirely mirror the population in French immersion in terms of gender, home language and special education needs. Equity documents highlight that steps are being taken toward a more inclusive immersion program, but there is still much to do, especially in terms of dismantling and transforming hierarchies.