History as a 'GPS': On the uses of historical narrative for French Canadian students' life orientation and identity
This article presents the results of a study that analyses students' historical narratives of the nation in relation to historical consciousness and how their sense of self-identification with groups affects their narrative structure and orientation. This study was conducted with French Canad...
| Formato: | Artículo |
|---|---|
| Lenguaje: | English |
| Publicado: |
UCL Press
2017-07-01
|
| Colección: | London Review of Education |
| Materias: | |
| Acceso en línea: | https://journals.uclpress.co.uk/lre/article/id/2779/ |
| Sumario: | This article presents the results of a study that analyses students' historical narratives of the nation in relation to historical consciousness and how their sense of self-identification with groups affects their narrative structure and orientation. This study was conducted with French
Canadian students registered in two high schools (n=58) and one university (n=18) in Ottawa, the federal capital of Canada. I found that a strong sense of identification leads young people to construct more engaging and militant stories of the collective past, with greater historical appropriation
(using the collective 'we') and a sense of continuity with past actualities. I then discuss the implications of this study for research on the narrative competence of historical consciousness and what history education might do in school to promote historical consciousness in Canada.
|
|---|---|
| ISSN: | 1474-8479 |