Phenomenological reflection: Understanding the role of cultural transmitters played by teachers in order to be more effective in a minority francophone setting
This article presents the results of a hermeneutic phenomenological study on the meaning teachers give to their experiences as cultural transmitters in minority French-language schools. Focusing on teachers’ perceptions of who they are, this study looks at the influence of their language and cultural socialization on their attitude to culture on the pedagogical level. The results reveal the importance of teachers’ reflections on their own ethnolinguistic development, as well as on their pedagogical practices to help them guide their students in their francophone ethnolinguistic identity building.