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In this article we report qualitative and quantitative analyses of 120 high school students' learning processes during exchange programs emphasizing multicultural, anti-racist education in various Canadian cities. We found five topics of learning and six learning processes common to these exchanges; determined that students perceived significant changes to have occurred in reference to their personal, psychological knowledge and skills (but not their capacities to act in local societal contexts); and documented certain effects parents and teachers indirectly associated with this program perceived to have appeared after the program was completed. Our findings suggest the value of schools continuing similar exchanges across Canada as well as developing locally based policies and programs for multicultural education and long-term, grounded approaches to evaluat- ing these innovations. Dans cet article, les auteurs font état d'analyses qualitatives et quantitatives ayant trait aux processus d'apprentissage de 120 élèves du secondaire qui ont participé, dans diverses villes canadiennes, à des programmes d'échange privilégiant un enseignement multi- culturel et antiraciste. Après avoir identifié cinq sujets d'apprentissage et six processus d'apprentissage communs à ces programmes d'échange, les auteurs ont établi que les élèves ont noté chez eux des changements importants dans leurs connaissances et compé- tences personnelles et psychologiques (mais non dans leur aptitude à agir au sein de leur milieu). Les auteurs ont en outre décrit certains effets que les parents et les enseignants ont associés indirectement à ces programmes bien qu'ils ne se soient manifestés qu'une fois les programmes terminés. Les conclusions des auteurs donnent à penser que les écoles ont tout intérêt à continuer de favoriser de tels programmes d'échange à travers le pays et à mettre au point des politiques et des programmes locaux en matière d'enseignement multiculturel ainsi que des approches concrètes à long terme en vue d'évaluer ces ...

This Handbook is for policy researchers, analysts, academics and graduate students interested in educational policy, educational reform, educational governance and leadership, teacher quality, literacy, and workplace learning. This Handbook is the only one of its kind. It has over fifty chapters written by nearly ninety leading researchers from a number of countries and presents contemporary and emergent trends in educational policy research. It captures many of the current dominant educational policy foci, situating current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters are empirically grounded, providing illustrations of the conceptual implications contained within them as well as allowing for comparisons across them. The self-reflexivity within chapters with respect to jurisdictional particularities and contrasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in different times and places. Sections cover the contemporary strategic emphasis on large-scale reform, substantive emphases at several levels – on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, finally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.