Decolonizing and Diversifying French Curriculum in Twin Cities K-12 Schools

Authors

Helen Radovic, Macalester CollegeFollow

Document Type

Honors Project - Open Access

Comments

Advised by Professor Juliette Rogers and Professor Claude Cassagne

Abstract

French classes in United States K-12 schools are still largely Paris-Centric and targeted towards a white/upper-class student demographic. The purpose of this study is to examine K-12 French teacher’s strategies in promoting diversity in their classrooms, and what effect this has on student engagement. Participants include eight K-12 French immersion teachers in the Twin Cities (Minnesota). Results from the study are complex and varied, however, they indicate that use of authentic resources and connection to students’ personal interests and culture are major ways in which the French curriculum can be reshaped to promote diversity and engagement.

Recommended Citation

Radovic, Helen, "Decolonizing and Diversifying French Curriculum in Twin Cities K-12 Schools" (2022). French Honors Projects. 13.
https://digitalcommons.macalester.edu/french_honors/13