History Teaching and Narrative Tools: Towards Integrating English-Speaking Youth into Quebec’s Social Fabric
| Type of resource | |
|---|---|
| Author/collaborator |
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| Title |
History Teaching and Narrative Tools: Towards Integrating English-Speaking Youth into Quebec’s Social Fabric
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| Abstract |
Based on an analysis of five English-speaking students' written narratives on Quebec's history, the author proposes a pedagogical tool for better integrating and vitalizing these students’ language community in Quebec. Despite tendencies of reliance and opposition emerging from their historical consciousness, the author points out that these students do not employ clearly articulated and coherent English-speaking storylines for positioning themselves as a minority group. To this end, he suggests the creation of schematic narrative templates of English-speaking Quebec's collective historical experiences for offering students workable springboards to develop personal narratives of belonging, while taking Francophone concerns of linguistic and cultural fragility into account.
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| Publication |
Minorités linguistiques et société / Linguistic Minorities and Society
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| Volume |
No. 7
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| Pages |
70-96
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| Date |
2016
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| Language |
en
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| URL | |
| Citation |
Zanazanian, Paul. “History Teaching and Narrative Tools: Towards Integrating English-Speaking Youth into Quebec’s Social Fabric.” Minorités linguistiques et société / Linguistic Minorities and Society No. 7 (2016): 70–96. http://www.erudit.org/revue/minling/2016/v/n7/1036417ar.pdf.
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