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

dc.creator	Paul Zanazanian
dc.creator	Sabrina Moisan
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:15Z
dc.date.available	2015-07-20T22:11:15Z
dc.identifier	10.3390/educsci2040255
dc.identifier	2227-7102
dc.identifier	https://doaj.org/article/e0dd3e3df0694cbb8dde092830a6d83f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14269
dc.description	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.
dc.language	English
dc.publisher	Multidisciplinary Digital Publishing Institute
dc.relation	http://www.mdpi.com/2227-7102/2/4/255
dc.relation	https://doaj.org/toc/2227-7102
dc.rights	CC BY
dc.source	Education Sciences, Vol 2, Iss 4, Pp 255-275 (2012)
dc.subject	history education
dc.subject	historical consciousness
dc.subject	history teachers
dc.subject	narrative diversity
dc.subject	national history
dc.subject	social representations
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Harmonizing Two of History Teaching’s Main Social Functions: Franco-Québécois History Teachers and Their Predispositions to Catering to Narrative Diversity
dc.type	article