Les composantes de l'espoir critique dans les récits de parents Afro‐Canadiens de la Nouvelle‐Écosse

Recently, there is increasing awareness of the magnitude of anti‐Black racism. As a consequence, several school administrations reiterated their commitment to foster an inclusive school climate and to challenge discrimination, including anti‐Black racism. Critical hope is a theoretical concept that is considered essential to accomplish in‐depth transformations to fight social injustices. Duncan‐Andrade (2009) distinguishes three elements that produce critical hope in school settings: material hope, Socratic hope, and audacious hope. This article draws from data collected during a bilingual qualitative study conducted with African Canadians in Nova Scotia, including immigrants and African Nova‐Scotians. The analysis of semi‐structured interviews and focus groups conducted with 60 participants revealed the role of critical hope within critical pedagogy frameworks, including an anti‐racist approach, to promote the development of concrete actions and critical consciousness among school personnel, while avoiding false hopes, cynicism, discouragement, or fatalism.