Abstracts
Abstract
Based on an analysis of five English-speaking students’ written narratives on Quebec’s history, this article proposes a pedagogical tool for better integrating and vitalizing these students’ language community in Quebec. Despite tendencies of reliance and opposition emerging from their historical consciousness, these students do not employ clearly articulated and coherent English-speaking storylines for positioning themselves as a minority group. To this end, I suggest the creation of schematic narrative templates of English-speaking Quebec’s collective historical experiences for offering students workable springboards to develop personal narratives of belonging, while taking Francophone concerns of linguistic and cultural fragility into account.
Keywords:
- historical consciousness,
- schematic narrative templates,
- history teaching,
- social inclusion and community vitality,
- English-speaking Quebec
Résumé
À partir d’une analyse des récits sur l’histoire du Québec de cinq jeunes Anglo-québécois, cet article propose un outil pédagogique pour intégrer la minorité anglophone et renforcer sa vitalité au sein de la société québécoise. Malgré l’émergence de tendances qui révèlent une conscience historique, telles que la dépendance et l’opposition, ces jeunes n’utilisent pas un contre-récit articulé et cohérent pour se positionner en tant que minorité. Nous proposons la création de trames historiales schématiques des expériences collectives anglophones pour aider ces jeunes à construire leurs propres récits d’appartenance, tout en tenant compte de la fragilité linguistique et culturelle des Franco-québécois.
Mots-clés :
- conscience historique,
- trames historiales schématiques,
- enseignement de l’histoire,
- inclusion sociale et vitalité de groupe,
- Québec anglophone
Appendices
Bibliographie
- Barton, Keith C. (2001a). “A sociocultural perspective on children’s understanding of historical change: Comparative findings from Northern Ireland and the United States.” American Educational Research Journal, vol. 38, no. 4, p. 881–914.
- Barton, Keith C. (2001b). “‘You’d be wanting to know about the past’: Social contexts of children’s historical understanding in Northern Ireland and the USA.” Comparative Education, vol. 37, no. 1, p. 89–106.
- Barton, Keith C., and Alan W. McCully (2004). “History, identity, and the school curriculum in Northern Ireland: An empirical study of secondary students’ ideas and perspectives.” Journal of Curriculum Studies, vol. 36, no. 6, p. 1–32.
- Barton, Keith C., and Linda S. Levstik (1998). “‘It wasn’t a good part of history’: National identity and students’ explanations of historical significance.” Teachers College Record, vol. 99, no. 3, p. 478–513.
- Berger, Peter L., and Thomas Luckmann (1967). The social construction of reality: A treatise in the sociology of knowledge. New York, Anchor Books.
- Bougie, Evelyne, Esther Usborne, Roxane de la Sablonnière and Donald M. Taylor (2011). “The cultural narratives of Francophone and Anglophone quebecers: Using a historical perspective entitativity and collective esteem.” British Journal of Social Psychology, vol. 50, no. 4, p. 726–746.
- Bourhis, Richard, and Rodrigue Landry (2008). “Group vitality, cultural autonomy, and the wellness of language minorities.” in Richard Bourhis (ed.), The vitality of the English-speaking communities of Quebec: From community decline to revival, Montreal, CEETUM, Université de Montréal, p. 185–211.
- Boutonnet, Vincent (2013). Les ressources didactiques : typologie d’usages en lien avec la méthode historique et l’intervention éducative d’enseignants d’histoire au secondaire. Doctoral dissertation, Université de Montréal.
- Breton, Raymond (2005). Ethnic relations in Canada. Institutional dynamics. Montreal and Kingston, McGill-Queen’s University Press.
- Bulletin d’histoire politique (2007). “Débat sur le programme d’enseignement de l’histoire au Québec.” Bulletin d’histoire politique, vol. 15, no. 2.
- Caldwell, Gary (1994). La question du Québec anglais. Québec, Institut québécois de recherche sur la culture.
- Carretero, Mario, Mikel Asensio, and Maria Rodriguez-Oneo (2012). History education and the construction of national identities. Charlotte, North Carolina, Information Age Publishing.
- Clark, Penney (2011). New possibilities for the past: Shaping history education in Canada. Vancouver, University of British Columbia Press.
- Conrad, Margaret, Kadriye Ercikan, Gerald Friesen, Jocelyn Létourneau, Delphin Muise, David Northrup, and Peter Seixas (2013). Canadians and their pasts. Toronto, University of Toronto Press.
- Commins, John (2009). “Teaching history in English in Quebec schools.” Canadian Diversity = Diversité canadienne, vol. 7, no. 1, p. 42–45.
- Demers, Stéphanie (2011). Relations entre le cadre normatif et les dimensions téléologique, épistémologique, et praxéologique des pratiques d’enseignants d’histoire et éducation à la citoyenneté : étude multi-cas. Doctoral dissertation, Université du Québec à Montréal.
- den Heyer, Kent (2003). “Between every ‘now’ and ‘then’: A role for the study of historical agency in history and citizenship education.” Theory and Research in Social Education, vol. 31, no. 4, p. 411–434.
- den Heyer, Kent, and Alexandra Fidyk (2007). “Configuring historical facts through historical fiction: Agency, art-in-fact, and imagination as stepping stones between then and now.” Educational Theory, vol. 57, no. 2, p. 141–157.
- Dickinson, John, and Brian Young (2008). A short history of Quebec. 4th ed. Montreal and Kingston, McGill-Queen’s University Press.
- Epstein, Terrie (1998). “Deconstructing differences in African-American and European-American adolescents’ Perspectives of U.S. History.” Curriculum Inquiry, vol. 28, no. 4, p. 397–423.
- Epstein, Terrie (2000). “Adolescents’ perspectives on racial diversity in U.S. history: Case studies from an urban classroom.” American Educational Research Association Journal, vol. 37, no. 1, p. 185–214.
- Flanagan, Constance A. (2013). Teenage citizens: The political theories of the young. Cambridge, Massachusetts and London, Harvard University Press.
- Friesen, Gerald, Delphin Muise, and David Northrup (2009). “Variations on the theme of remembering: A national survey of how Canadians use the past.” Journal of the Canadian Historical Association = Revue de la société historique du Canada, vol. 20, no. 1, p. 221–248.
- Gardner, Howard (2005). The development and education of the mind: The selected works of Howard Gardner. London and New York, Routledge.
- Gossage, Peter, and Jack I. Little (2012). An illustrated history of Quebec: Tradition and modernity. Don Mills, Ontario, Oxford University Press.
- Jedwab, Jack, and Julie Perrone (2012). “Faire une place aux anglophones dans notre histoire.” Enjeux de l’univers social, vol. 8, no. 1, p. 16–19.
- Jedwab, Jack, and Hugh Maynard (2008). “Politics of community: The evolving challenge of representing English-speaking quebecers.” in Richard Bourhis (ed.), The vitality of the English-speaking communities of Quebec: From community decline to revival, Montreal, CEETUM, Université de Montréal, p. 161–178.
- Juteau, Danielle (2000). “Du dualisme canadien au pluralisme québécois.” in Marie Mc Andrew and France Gagnon (eds.), Relations ethniques et éducation dans les sociétés divisées : Québec, Irlande du nord, Catalogne et Belgique, Montréal, Québec, L’Harmattan Inc, p. 13–26.
- Lemire, Francine, Marie Mc Andrew, and William Smith (2006). “L’éducation et les relations entre les francophones et les anglophones au Québec: les perceptions des directeurs d’école.” in Roel De Groo, Rudi Janssens, Jan Degadt, and Els Witte (eds.), Politiek, Taal, Onderwijs en Samenleving in Beweging, Brusselse Thema, special issue, no. 14, p. 335–359.
- Létourneau, Jocelyn (2014). Je me souviens ? Le passé du Québec dans la conscience de sa jeunesse. Montréal, Fides.
- Létourneau, Jocelyn (2006). “Mythistoires de loser: introduction au roman historial des Québécois d’héritage canadiens-français.” Histoire sociale = Social History, vol. 39, no. 77 (May), p. 157–180.
- Létourneau, Jocelyn, and Sabrina Moisan (2004). “Mémoire et récit de l’aventure historique du Québec chez les jeunes Québécois d’héritage canadien-français : coup de sonde, amorce d’analyse des résultats, questionnements.” The Canadian Historical Review, vol. 84, no. 2, p. 325–356.
- Létourneau, Jocelyn, and Christophe Caritey (2008). “L’histoire du Québec racontée par les élèves de 4e et 5e secondaire : l’impact dans la structuration d’une mémoire historique collective chez les jeunes Québécois.” Revue d’histoire de l’Amérique française, vol. 62, no. 1, p. 69–93.
- Létourneau, Jocelyn, and David Northrup (2011). “Québécois et canadiens face au passé : similitudes et dissemblances.” The Canadian Historical Review, vol. 92, no. 1, p. 163–196.
- Létourneau, Jocelyn, Stéphane Levesque, and Raphaël Gani (2013). “‘A giant with clay feet’: Quebec students and their historical consciousness of the nation.” International Journal of Historical Learning, Teaching and Research, vol. 11, no. 2, p. 156–172.
- Levine, Marc V. (1990). The reconquest of Montreal: Language policy and social change in a bilingual city. Philadelphia, PA, Temple University Press.
- Maclure, Jocelyn (2003). Quebec identity: The challenge of pluralism, Translated by Peter Feldstein, Montreal and Kingston, McGill-Queen’s University Press.
- Magnan, Marie Odile (2004). “Anglos du Québec et ‘autruis privilegiés’: référence identitaire en mutation.” Aspects sociologiques, vol. 11, no. 1, p. 124–143.
- Mc Andrew, Marie (2010). Les majorités fragiles et l’éducation. Montréal, Les Presses de l’université de Montréal.
- Ministère de l’Éducation, du Loisir et du Sport (2013). For the reinforcement of the teaching of Québec history in elementary and secondary school. [Online] http://www.education.gouv.qc.ca/fileadmin/site_web/documents/dpse/formation_jeunes/Montage_VA_Consutation_History_s.pdf, consulted 14 December 2013.
- Ministère de l’Éducation, du Loisir et du Sport (2007). Quebec education program, secondary cycle two. [Online] http://www1.mels.gouv.qc.ca/sections/programmeFormation/secondaire2/medias/en/7b_QEP_Histoire.pdf, consulted 13 December 2013.
- Ministère de l’Éducation du Québec (1998). Overview of the teaching of elementary social studies and secondary history within the Anglophone community of the province of Quebec. A report by the history task force, Quebec City, MEQ.
- Peck, Carla L. (2010). “‘It’s not like [I’m] Chinese and Canadian. I am in between’: ethnicity and students’ conceptions of historical significance.” Theory and Research in Social Education, vol. 38, no. 4, p. 575–617.
- Peck, Carla L. (2011). “Ethnicity and students’ historical understandings.” in Penney Clark (ed.), New possibilities for the past: Shaping history education in Canada, Vancouver, University of British Columbia Press, p. 305–324.
- Piotte, Jean-Marc, and Jean-Pierre Couture (2012). Les nouveaux visages du nationalisme conservateur au Québec. Montréal, Québec Amérique.
- Quebec Community Groups Network (2009). Creating spaces for young Quebecers: Strategic orientations for English-speaking youth in Quebec. Montreal, Quebec Community Groups Network’s Youth Standing Committee.
- Rapport, Nigel, and Joanna Overing (2007). “Agent and agency.” in Nigel Rapport and Joanna Overing (eds.), Social and cultural anthropology, the key concepts, New York, Routledge, p. 3–11.
- Report of the standing senate committee on official languages (2011). The vitality of Quebec’s English-speaking communities: From myth to reality. Ottawa, Senate of Canada.
- Rüsen, Jörn (2005). History: Narration, interpretation, orientation. New York, Berghahn Books.
- Russell, Matthew (2012). “S’approprier le curriculum: réflexion sur l’enseignement et l’apprentissage de l’histoire chez les Anglophones de l’Ouest du Québec.” Enjeux de l’univers social, Dossier: les Anglophones du Québec, vol. 8, no. 1, p. 40–42.
- Sears, Alan (2011). “Historical thinking and citizenship education: It is time to end the war.” in Penney Clark (ed.), New possibilities for the past: Shaping history education in Canada, Vancouver, University of British Columbia Press, p. 344–364.
- Seixas, Peter (1993). “Historical understanding among adolescents in a multicultural setting.” Curriculum Inquiry, vol. 23, no. 3, p. 301–325.
- Stein, Michael (1982). “Changing Anglo-quebecer self consciousness.” in Gary Caldwell and Eric Waddell (eds.), The English of Quebec: From majority to minority status, Québec, Institut québécois de recherche sur la culture, p. 107–141.
- Stevenson, Garth (1999). Community besieged: The Anglophone minority and the politics of Quebec.Montreal, Quebec and Kingston, Ontario, McGill-Queen’s University Press.
- Straub, Jürgen (2005). Narration, identity, and historical consciousness. New York, Berghahn Books.
- Wertsch, James V. (2004). “Specific narratives and schematic narrative templates.” in Peter Seixas (ed.), Theorizing historical consciousness, Toronto, Ontario, University of Toronto Press.
- Wertsch, James V. (2000). “Is it possible to teach beliefs, as well as knowledge about history?” in Peter Stearns, Peter Seixas and Sam Wineburg (eds.), Teaching and learning history: National and international perspectives, New York, New York University Press, p. 38–50.
- Yeager, Elizabeth A., Stuart J. Foster, and Jennifer Greer (2002). “How eighth graders in England and the United States view historical significance.” Elementary School Journal, vol. 103, no. 2, p. 199–219.
- Zanazanian, Paul (2015). “Historical consciousness and being Québécois: Exploring young English-speaking students’ interactions with Quebec’s master historical narrative.” Canadian Ethnic Studies / Études Ethniques au Canada, vol. 47, no. 2, p. 113–135.
- Zanazanian, Paul (2012). “Historical consciousness and the structuring of group boundaries: A look at two Francophone school history teachers regarding Quebec’s Anglophone minority.” Curriculum Inquiry, vol. 42, no. 2, p. 215–239.
- Zanazanian, Paul (2011). “Towards developing an ‘Anglo-Québécois’ information resource book for school history teachers in Quebec: Thoughts from a qualitative study.” Journal of Eastern Townships Studies, vol. 36, (Spring), p. 69–95.
- Zanazanian, Paul (2010). “Historical consciousness and ethnicity: How signifying the past influences the fluctuations in ethnic boundary maintenance.” Ethnic Studies Review, vol. 33, no. 2.
- Zanazanian, Paul (2008). “Historical consciousness and the ‘French-English’ divide among Quebec history teachers.” Canadian Ethnic Studies / Études ethniques du Canada, vol. 40, no. 3, p. 109–130.
- Zanazanian Paul, and Sabrina Moisan (2012). “Harmonizing two of history teaching’s main social functions: Franco-Québécois history teachers and their predispositions to catering to narrative diversity.” Education Sciences, vol. 2, no. 4, p. 255–275.
10.7202/039788ar