Drivers of literacy practices and the precariousness of social and professional integration among young mothers in the Ma place au soleil program
The purpose of this article is to present the variety of goals or drivers that motivate or influence literacy (reading and writing) practices in the social and professional integration process of young mothers going back to school at Ma place au soleil. Literacy practices can be seen as an integral part of the social and professional integration process. They are one of the ingredients. Based on an ethnographic case study, a secondary analysis of the process helps counter a certain representation that flattens the variety of the goals that trigger writing practices in favour of a single goal that is supposed to govern these practices and is presumed to be stable over time. This analysis of the process also uncovers its inherent precariousness.