Historical Consciousness and the Construction of Inter-Group Relations: The Case of Francophone and Anglophone History School Teachers in Quebec

Type of resource
Author/collaborator
Title
Historical Consciousness and the Construction of Inter-Group Relations: The Case of Francophone and Anglophone History School Teachers in Quebec
Abstract
The author looks at the effects of historical consciousness on the negotiation of ethnicity and the structuring of group boundaries among history teachers in Quebec. The province's ambiguous ethnic dominance between Francophones and Anglophones sets the stage for revealing how teachers from Quebec's parallel history classrooms historicize meanings of the past for ethno-cultural awareness and agency. The author maintains that depending on how inter-group realities are constructed, these educators can either promote inter-group comprehension or preserve rigid co-existence. The author undertook a study on inter-group attitudes and mutual in-class treatments between Francophone and Anglophone educators in Montreal history classrooms. What the author found was that most Francophone teachers are indifferent to Anglo-Quebec social realities and historical experiences, while all Anglophone teachers know and transmit those of the Franco-Québécois to their students. Mirroring each group's sociological status, the author concludes that this divergence implies a dissimilarity in how past inter-group relations are historicized.
Type
PhD dissertation
University
Université de Montréal
Place
Montréal
Date
2009
Language
en
URL
Citation
Zanazanian, Boghos. “Historical Consciousness and the Construction of Inter-Group Relations: The Case of Francophone and Anglophone History School Teachers in Quebec.” PhD dissertation, Université de Montréal, 2009. http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/QMU/TC-QMU-3465.pdf.
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