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As issues of history, memory, and identity collide with increasing frequency and intensity in the classroom and society, the timing is ideal to investigate the impact of these forces on twenty-first-century students. Relying on the theory of historical consciousness, this book presents the results of a comprehensive study conducted with over 600 French Canadian students that examines their narrative views of the collective past. The authors offer new evidence on how young citizens from various regions and ethnocultural groups in Quebec and Ontario think about their national history and what impact education, historical culture, and the “real-life” curriculum of meaningful experiences have on the formation of narration, identity, and historical consciousness.
This book offers the first ever comparative study of historical consciousness among young citizens from different regions, provinces, identities, and first languages.
- Imprint: University of Toronto Press
- Published: March 2020
- Pages: 216
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.
"Publications like Stéphane Lévesque and Jean-Philippe Croteau’s new manuscript Beyond History for Historical Consciousness: Students, Narrative, and Memory, published by the University of Toronto Press, are important for developing academic dialogue related to how students come to, and leave, their history education."
Samantha Cutrara, York University
Historical Studies in Education
"Beyond History for Historical Consciousness examines an incredibly important topic, relevant not only to a Canadian audience. It should be read by American history educators as well, since French Canadian history shares important parallels with the histories of many groups in the United States, such as Mexican Americans. Ultimately, Beyond History for Historical Consciousness challenges educators to consider the role that narratives and collective memory play in our understanding of the past. The book highlights the need for history educators to consider the power of narrative templates, the role of conflicting interpretations, and the place of historical consciousness in their classrooms."
Christopher C. Martell, College of Education and Human Development, University of Massachusetts Boston
"Presenting cutting-edge research on history education, Beyond History for Historical Consciousness is a groundbreaking work with significant importance for history education in Canada and beyond."
Alan Sears, Faculty of Education, University of New Brunswick