L’IDENTIFICATION À LA NATION DANS LES REPRÉSENTATIONS SOCIALES DES ENSEIGNANTS D’HISTOIRE QUÉBÉCOIS
Keywords:
history education, nation, social representations, QuebecAbstract
L’enseignement de l’histoire fait l’objet de nombreux débats au Québec et à travers le monde et la place qu’y occupe la nation est un élément central des discussions. Notre recherche tente de mieux comprendre le rôle que joue l’identification à la nation dans l’enseignement de l’histoire et l’impact que peut avoir le programme de formation sur cet aspect de la pratique enseignante. Pour apporter des éléments de réponse à cette question, nous avons mené des entrevues avec huit enseignants d’histoire du Québec. Nous visons ainsi à cerner les représentations sociales des enseignants à propos de la place de la nation dans l’enseignement de l’histoire. Les résultats indiquent que l’identification à la nation est toujours bien présente dans les représentations sociales des enseignants, malgré le changement de programme.
THE NATION IN QUEBEC’S HISTORY TEACHERS’ SOCIAL REPRESENTATIONS
History education is the object of many debates in Quebec and around the world. Nation and collective memory are at the heart of these discussions. For many, the curriculum does not adequately transmit basic historical facts about the origins of the nation. Our research tries to better understand the place of national identification in Quebec history education and the impact that the curriculum can have on that aspect of teaching. To find answers to that question, we have conducted interviews with eight Quebec history teachers. We thus aim to identify the history teachers’ social representations about the objectives of history education and the role that national identification plays in it. The results show that national identification remains at the forefront of history education, despite the curriculum change.
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