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

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Title: Harmonizing Two of History Teaching's Main Social Functions: Franco-Québécois History Teachers and Their Predispositions to Catering to Narrative Diversity
Language: English
Authors: Zanazanian, Paul, Moisan, Sabrina
Source: Education Sciences. 2012 2:255-275.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Descriptors: History Instruction, Citizenship Education, Concept Formation, Historiography, Historical Interpretation, Qualitative Research, Epistemology, Beliefs, Regional Characteristics, Consciousness Raising, Political Socialization, Politics of Education, Teacher Attitudes, Educational Practices, Foreign Countries
Geographic Terms: Canada
ISSN: 2227-7102
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.
Abstractor: As Provided
Number of References: 70
Entry Date: 2016
Accession Number: EJ1118207
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Harmonizing Two of History Teaching's Main Social Functions: Franco-Québécois History Teachers and Their Predispositions to Catering to Narrative Diversity
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2012 2:255-275.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
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  Data: <searchLink fieldCode="DE" term="%22History+Instruction%22">History Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Citizenship+Education%22">Citizenship Education</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Historiography%22">Historiography</searchLink><br /><searchLink fieldCode="DE" term="%22Historical+Interpretation%22">Historical Interpretation</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Regional+Characteristics%22">Regional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Consciousness+Raising%22">Consciousness Raising</searchLink><br /><searchLink fieldCode="DE" term="%22Political+Socialization%22">Political Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 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.
– Name: AbstractInfo
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  Data: 2016
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  Data: EJ1118207
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 21
        StartPage: 255
    Subjects:
      – SubjectFull: History Instruction
        Type: general
      – SubjectFull: Citizenship Education
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Historiography
        Type: general
      – SubjectFull: Historical Interpretation
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: Epistemology
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Regional Characteristics
        Type: general
      – SubjectFull: Consciousness Raising
        Type: general
      – SubjectFull: Political Socialization
        Type: general
      – SubjectFull: Politics of Education
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Harmonizing Two of History Teaching's Main Social Functions: Franco-Québécois History Teachers and Their Predispositions to Catering to Narrative Diversity
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