Abstracts
Abstract
This study explores how K–12 history curricula across Canada currently address—and may better address in future—decolonizing imperatives. Following a consideration of the limitations and strengths of curricula in this regard, the article identifies five recommendations for (re)designing history and social studies curricula with decolonizing goals in mind: (1) challenge hegemonic narratives, (2) value Indigenous ways of knowing and being, (3) reflect on privilege and positionality, (4) engage in the ethical dimension, and (5) focus on the future. Each recommendation is informed by the empirical study of curricula, and positioned in relation to scholarly conversations about the responsibility of history education that seeks to respond to calls for decolonization.
Keywords:
- decolonizing,
- curriculum analysis,
- history education,
- social studies education,
- K–12 education
Résumé
Cette étude explore comment les programmes d’histoire de la maternelle à la terminale, à travers le Canada, répondent aux impératifs de décolonisation, et comment ils pourraient mieux les aborder à l’avenir. Après avoir examiné les limites et les forces des programmes à cet égard, l’article propose cinq recommandations pour (re)concevoir les programmes d’histoire et d’études sociales en tenant compte des objectifs de décolonisation : (1) remettre en question les récits hégémoniques ; (2) valoriser les façons autochtones de savoir et d’être ; (3) réfléchir aux notions de privilèges et de position ; (4) s’engager dans la dimension éthique ; et (5) se concentrer sur l’avenir. Chaque recommandation s’appuie sur une étude empirique des programmes et s’inscrit dans le cadre de discussions scientifiques sur la responsabilité de l’enseignement de l’histoire qui vise à répondre aux appels à la décolonisation.
Mots-clés :
- décolonisation,
- analyse de programmes d’enseignement,
- histoire,
- sciences sociales,
- éducation de la maternelle à la terminale
Appendices
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