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Languages : fr
Pages : 30
Book Description
Le projet de loi 107 sur l'Instruction publique
Loi sur l'instruction publique, (1988, chapitre 84)
Loi sur l'instruction publique, (1988, chapitre 84)
Mémoire sur le projet de loi 107
Author: Conseil scolaire de l'île de Montréal
Publisher:
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Languages : fr
Pages :
Book Description
Publisher:
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Languages : fr
Pages :
Book Description
Rapport et projet de loi sur l'instruction publique
Author: Jean Antoine Claude Chaptal
Publisher:
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Languages : fr
Pages : 138
Book Description
Publisher:
ISBN:
Category :
Languages : fr
Pages : 138
Book Description
Réfutation du Projet de Loi de M. Villemain sur l'instruction publique
Religious Diversity in Canadian Public Schools
Author: Dia Dabby
Publisher: UBC Press
ISBN: 0774864664
Category : Religion
Languages : en
Pages : 302
Book Description
Canadian public schools have long been entrusted with socializing children. Yet this duty can rest uneasily alongside religious diversity questions. Grounding its analysis in three seminal Supreme Court cases, Religious Diversity in Canadian Public Schools reveals complex legal processes that compress multidimensional conversations into an oppositional format and exclude the voices of children themselves. Dia Dabby contends that schools are in fact microsystems with the power to construct their own rules and relationships. This compelling work encourages a deeper conversation about how religion is mediated through public schools, inviting a critical reassessment of the role of law in education.
Publisher: UBC Press
ISBN: 0774864664
Category : Religion
Languages : en
Pages : 302
Book Description
Canadian public schools have long been entrusted with socializing children. Yet this duty can rest uneasily alongside religious diversity questions. Grounding its analysis in three seminal Supreme Court cases, Religious Diversity in Canadian Public Schools reveals complex legal processes that compress multidimensional conversations into an oppositional format and exclude the voices of children themselves. Dia Dabby contends that schools are in fact microsystems with the power to construct their own rules and relationships. This compelling work encourages a deeper conversation about how religion is mediated through public schools, inviting a critical reassessment of the role of law in education.