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Teaching History for Narrative Space and Vitality: Historical Consciousness, Templates, and English-Speaking Quebec
| Type of resource | |
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| Authors/collaborators |
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| Title |
Teaching History for Narrative Space and Vitality: Historical Consciousness, Templates, and English-Speaking Quebec
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| Abstract |
The author introduces a template-like narrative tool that seeks to make room for excluded minorities in the teaching of school history and to provide them vitality for regeneration purposes. He explores the links between historical consciousness and James Wertsch’s ideas on narrative, focusing on the experiences of Quebec’s English-speaking minority to illustrate. The author contends that the province’s unique context and challenges provide curricular space for the community inform the rationale behind the tool’s ambitious yet exploratory nature. Simplifying the past to encourage identity building while complicating it to expand horizons, the tool prompts and frames students’ own produced narratives of belonging. It specifically engages them with the workings and uses of history to articulate their understandings and account for their emerging knowledge claims.
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| Book Title |
International Perspectives on Teaching Rival Histories: Pedagogical Responses to Contested Narratives and the History Wars
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| Place |
London, England
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| Publisher |
Palgrave Macmillan UK
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| Date |
2017
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| Pages |
107-131
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| Language |
en
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| ISBN |
978-1-137-55431-4
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| Citation |
Zanazanian, Paul. “Teaching History for Narrative Space and Vitality: Historical Consciousness, Templates, and English-Speaking Quebec.” In International Perspectives on Teaching Rival Histories: Pedagogical Responses to Contested Narratives and the History Wars, edited by Henrik Åström Elmersjö, Anna Clark, and Monika Vinterek, 107–131. London, England: Palgrave Macmillan UK, 2017.
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Page 12 de 59
