1. Jean Rémy and Marcel St-Jacques, “L'École comme modalité de transaction sociale”, in Recherches sociologiques XVII(3), 1986, pp. 309-25.

2. See, for example, Erving Goffman, Les moments et leurs hommes, Y. Winkin (ed.) p. 214. Paris, Minuit, 1988.

3. Roger Magnuson, A Brief History of Quebec Education, Montreal, Harvest House, 1980. Marcel Aubert, Micheline Milot and Réginald Richard (eds), Le défi de l'enseignement religieux, Quebec, Université Laval, 1988. Bill 101, Charte de la langue française, Quebec, Official Edition, 1977. Yuki Shiose, Le processus d'inclusion-exclusion culturelles dans la salle de cours de l'école publique catholique et francophone, Unpublished research dissertation, Quebec, Université Laval, 1987.

4. Max Weber, Society and Economy, Berkeley, University of California Press, 1978, pp. 215-54.

5. Pol Dupont, La dynamique de la classe, p. 7, Paris, PUF, 1982.

6. Max Weber, op. cit. Note 4, pp. 11-22.

7. Pierre Bourdieu and Jean-Claude Passeron, La Reproduction, Paris, Minuit, 1970.

8. See for example, Jean Preaux (ed.), Église et Enseignement, Bruxelles, Ed. de l'Université de Bruxelles, 1977. Jacques Zylberberg and Jean Rémy, “Crise de la socialisation ou crise de l'organisation”, in Actes de la XIXéme Conférence internationale de sociologie de la religion, pp. xxx, 1987. Jean Rémy, Jacques Zylberberg et al., “Jeunes et religion”, ibid., pp. 253-6.

9. Regina Sirota, L'école primaire au quotidien, Paris, PUF, 1988, p. 19. Raymond Boudon, La logique du social, Paris, Hachette, 1979; La place du désordre, Paris, PUF, 1985.

10. Georges Gurvitch, La vocation actuelle de la sociologie, Paris, PUF, 1950. Henri Tajfel, Human Groups and Social Categories, Cambridge, Cambridge University Press, 1981. Niklas Luhman, Religious Dogmatics and the Evolution of Societies, New York, E. Mellen Press, 1984. Also, J.-F. Lyotard, La condition postmoderne, Paris, Minuit, 1979.

11. See Umberto Eco, Lector in Fabula, Paris, Grasset, 1985.

12. Cf. Max Weber, op. cit. Note 4, Vol. I, pp. 48-9.

13. See G. Gurvitch, op. cit. Note 10; Peter Berger, The Sacred Canopy, New York, Anchor Books, 1967; Mircea Eliade, Le sacré et le profane, Paris, Gallimard, 1968.

14. P. W. Bélanger and Guy Rocher (eds), École et société au Québec, Montréal, Ed. HMH, 1970. Conseil supérieur de l'éducation, L'enseignement religieux catholique et l'enseignement moral dans l'école catholique, Government of Quebec, May 1982.

15. It is interesting to note the discrepancy between the superficial image of the public or state school being free for all and its actual atmosphere of control and obedience.

16. Jean Piaget, Le jugement et le raisonnement chez les enfants, pp. 135-6, Neuchâtel, Delachaux et Niestlé, 1971.

17. P. Bourdieu and J. C. Passeron, op. cit. Note 7, p. 75.

18. Thus, for example, a child who was not baptized, whose parents sent her to the non-religious course, often drew a scene of the teacher with flowers and a cross and gave these drawings as a gift to the teacher. She was the best in the class, but was always afraid of disappointing the teacher.

19. Interestingly, the guide book showed the Maoist doctor Norman Bethune as a pacifist, and as a contemporary model of Christian behaviour.

20. Office de catéchèse du Québec, Nous avons vu le Seigneur, Montreal, Beauchemin, 1983.

21. The non-religious courses have been more organized in recent years. See, for example: Direction générale du développement pédagogique, Programme de formation morale, Government of Quebec, June 1977.

22. This, in spite of the fact that the children were encouraged to call the teacher by his first name, and to use the familiar form, not the polite form when conversing with him.

23. Jean-Paul II, Paroles d'un pèlerin. Tous les discours du Pape Jean-Paul II au Canada, Ste-Foy, Anne Sigier, 1984.

24. Editorial, Châtelaine, February 1987.

25. Mary Douglas, Implicit Meanings, p. 249, London, Routledge and Kegan Paul.

26. P. Berger, op. cit. note 13; T. Luckmann, The Invisible Religion, New York, Macmillan, 1967.

Jesus Says,“Order,Children!”: Ethnography of a Catholic Classroom

Abstract