Beyond History for Historical Consciousness: Students, Narrative, and Memory
As issues of history, memory, and identity collide in society and in the classroom, the timing is ideal to investigate the views of twenty-first-century students. Relying on the theory of historical consciousness, this book presents the results of a comprehensive study conducted with over six hundred French Canadian students, examining their narrative views of the collective past. The authors offer new evidence on how young citizens from various regions and ethnocultural groups of Québec and Ontario think about their national history in the twenty-first century and what impact education, historical culture, and the "real-life" curriculum of meaningful experiences have on the formation of narration, identity, and historical consciousness.
- World Rights
- Page Count: 216 pages
- Illustrations: 21
- Dimensions: 6.0in x 0.0in x 9.0in
"In light of recent events, such as the protests of the Ontario government’s French language services cuts and rallies for Ontario’s French language university, Beyond History for Historical Consciousness examines an incredibly important and relevant topic. Moreover, it is not only a book relevant to a Canadian audience. It should be read by American history educators, as French Canadians’ history has important parallelism to many groups' histories in the United States, such as Mexican Americans. Ultimately, Beyond History for Historical Consciousness not only presents a research study, but also challenges educators to consider the role that narratives and collective memory play in our understanding of the past. It highlights the need for history educators to consider the power of narrative templates, the role of conflicting interpretations, and historical consciousness in their classrooms."
Christopher Martell, College of Education and Human Development, University of Massachusetts, Boston
"Presenting cutting edge work on history education, this is ground breaking work with significant importance for history education in Canada and beyond."
Alan Sears, Faculty of Education, University of New Brunswick
Stéphane Lévesque is professor and director of the Virtual History and Stories Lab at the University of Ottawa.
Jean-Philippe Croteau is professor of French literature at the Department of French Studies at Sichuan University in Chengdu, China.
Table of contents
Chapter 1: Narrative Orientations
Chapter 2: History, Territory, and the Nation
Chapter 3: Gender and Language
Chapter 4: Collective Identity
Chapter 5: Narrative Competence
Subjects and Courses