Educ. Sci. 2012, 2(4), 255-275; doi:10.3390/educsci2040255
Article

Harmonizing Two of History Teaching’s Main Social Functions: Franco-Québécois History Teachers and Their Predispositions to Catering to Narrative Diversity

1,* email and 2email
Received: 24 September 2012; in revised form: 23 October 2012 / Accepted: 28 November 2012 / Published: 10 December 2012
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract: This article presents the Quebec ministry of education’s (MELS) strategy for diversifying the national historical narrative that is transmitted in the province’s History and Citizenship Education program as well as the manner in which Francophone national history teachers put this strategy into practice. In bringing research on their social representations and historical consciousness together, this paper looks at some of the main challenges that these teachers face when specifically harmonizing two of history teaching’s central social functions for catering to narrative diversity. When seeking to adequately balance the transmission of a national identity reference framework with the development of autonomous critical thinking skills, it becomes clear that these teachers’ general quest for positivist-type, true and objective visions of the past as well as their overall attachment to the main markers of their group’s collective memory for knowing and acting Québécois impede them from fully embracing the diversification of the province’s historical narrative. The article ends by raising some important questions regarding the relevance of assisting teachers to authentically develop their own voice and vision for harmonizing the two aforementioned functions of history teaching and for being answerable to the decisions they make when articulating and acting upon such beliefs in class.
Keywords: history education; historical consciousness; history teachers; narrative diversity; national history; social representations
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MDPI and ACS Style

Zanazanian, P.; Moisan, S. Harmonizing Two of History Teaching’s Main Social Functions: Franco-Québécois History Teachers and Their Predispositions to Catering to Narrative Diversity. Educ. Sci. 2012, 2, 255-275.

AMA Style

Zanazanian P, Moisan S. Harmonizing Two of History Teaching’s Main Social Functions: Franco-Québécois History Teachers and Their Predispositions to Catering to Narrative Diversity. Education Sciences. 2012; 2(4):255-275.

Chicago/Turabian Style

Zanazanian, Paul; Moisan, Sabrina. 2012. "Harmonizing Two of History Teaching’s Main Social Functions: Franco-Québécois History Teachers and Their Predispositions to Catering to Narrative Diversity." Educ. Sci. 2, no. 4: 255-275.

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