Archives de Tag: Memory

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On the same topic / Teaching History: Historical Consciousness and Quebec’s Youth

International Conference @ Prague, October 10th

Click on the image to access the International conference program / School X Memory: Conflict, identity, coexistence (Central Europe), Prague, 10-11 October 2014.

School X Memory: Conflict, identity, coexistence (Central Europe), Prague, 10-11 October 2014 / Click on the image to access the program

Click on the image to access the abstract of Jocelyn Létourneau's talk: Start from Memory to Get over it. A Pragmatic Approach to Teaching History to Kids

 Jocelyn Létourneau’s talk: Start from Memory to Get over it. A Pragmatic Approach to Teaching History to Kids / Click on the image to access the abstract

Publications à paraître ou sous presse / Conférences à venir (2014-2015)

Dans le C.V. à jour :

Ouvrage collectif

Quand les élèves racontent l’histoire nationale en France et ailleurs, sous la dir. de Françoise Lantheaume et Jocelyn Létourneau, Lyon, Presses universitaires de Lyon, 2015. À paraître.

Contributions à des ouvrages collectifs

“La renationalisation de l’histoire québécoise. Récit d’une OPH (Opération Publique d’Histoire) de son initiation à sa dislocation”, dans Guy Zélis, dir., L’histoire publique. Enjeux, pratiques, impacts, Louvain-la-Neuve. À paraître.

Le passé dans l’esprit des élèves. Pour une pragmatique de l’enseignement de l’histoire”, dans Charles Heimberg, Bruno Védrines et Jérôme David, dir., Les mises en récit du passé. L’histoire à l’école, au musée, dans la littérature, Lausanne, Antipodes, 2014. À paraître.

Articles dans des revues savantes

Les mots de la nation. Au coeur du vocabulaire de base des Américains, Français, Anglais, Écossais, Gallois, Canadiens et Québécois lorsqu’ils parlent du passé de leur pays”. Soumis pour publication.

Le mur des représentations. Images emblématiques et inconfortables du passé québécois”. Soumis pour publication.

Autres articles

“Enseignement de l’histoire du Québec. Que faire ?”, Enjeux de l’univers social [Revue de l’AQEUS], à paraître, automne 2014.

Communications orales

“Take Youth Out of Mythistories: A Pragmatic Approach to Historical Education in Canada”, colloque “Dialogue Across Chasms : History and History Education in Canada”, Trent University, mai 2015.

Colloque “Remaking Confederation, Re-Imagining Canada”, Charlottetown, Île-du-Prince-Édouard, novembre 2014.

Récit d’histoire et intégration nationale : le cas du Québec”, colloque “(Im)migrations, mémoires et identités transnationales”, Société royale du Canada, Québec, 20 novembre 2014.

Conscience politique et conscience historique chez les jeunes Québécois”, colloque de l’American Council for Quebec Studies, Montréal, octobre 2014.

Quelle histoire du Québec enseigner à l’école secondaire ?”, congrès de l’Institut d’histoire de l’Amérique française, Québec, octobre 2014.

Start from Memory to Get Over It. A Pragmatic Approach to Teaching History To Kids”, colloque “School vs Memory”, Prague, octobre 2014.

“Contemporary representations of the Past”, colloque “The Canadian History at the Crossroads”, Université d’Ottawa, septembre 2014.

Conférences publiques

“Les jeunes et l’histoire”, Collège Brébeuf, Montréal, février 2015.

“Postnationalisme et identité historique des nations à l’ère de la mondialisation”, Séminaire UNESCO, UQAM, Montréal, février 2015.

“What is to be done with 1759 ?” & “Remembering (from) Where you are Going » are now available

Remembering 1759: The Conquest of Canada in Historical Memory

“What is to be done with 1759 ?”, In Remembering 1759: The Conquest of Canada in Historical Memory, Philip Buckner & John Reid (Eds.), Toronto, University of Toronto Press, 2012, p. 279-302.

The title of this chapter is not meant sarcastically. It implies that the difficulty with 1759 is not historical in nature, haying to do with the event in and of itself, but ideological. What matters is the use people might make – or try to make -of the event in political terms, along with the consequences flowing from their efforts to do so. Put another way, 1759 is not a problem when considered as an event embedded in time or from the point of view of determining what happened in the past, but it becomes so when these past realities are used to create a collective identity and a common cause in the present. Accordingly, one can argue that 1759 does not belong primarily to a past that we might wish to study and understand, but, rather, to a present and a future that we might wish to shape and control. This distinction allows us a clearer perspective on the virulent debates that broke out in Quebec in the spring of 2006 and the winter of 2009. The first centred around the significance attached to the Conquest in a new history curriculum, while the second focused on how to commemorate the two hundred and fiftieth anniversary of the Battle of the Plains of Abraham. Each controversy in its own way highlighted how 1759 remains, despite the lapse of time, an event enshrined in the collective imagination of Quebec. Although it is possible to reinterpret the Conquest in a way that departs from the accepted canon, revisionism inevitably runs afoul of the fear of endangering a sense of identity to which the Conquest is foundational.

On 1759 and the future of memory in Québec, see also :

Contemporary Quebec

“Remembering (from) Where you are Going: Memory as Legacy and Inheritance”, In Contemporary Quebec: Selected Readings and Commentaries, Michael Behiels & Matthew Hayday (Eds.), Montréal, McGill-Queen’s University Press, 2011, p. 730-754. 

The problem that concerns me, and for my examination of which the Report of the Task Force on the Teaching of History provides an ideal pretext, is the relationship of Quebecers of French-Canadian heritage to their past, a past seen as one of ordeals and sacrifices requiring an undying memory and necessitating reparation or redemption. It is through the memory of a difficult, sometimes tragic past that the relationship of these Quebecers to the world, to « others, » and to themselves is generally mediated. 

School vs. Memory?

School vs. Memory?
Conflict, Identity, Coexistence (Central Europe)
International interdisciplinary conference | Prague, 10–11 October 2014

PANEL 2 – SCHOOL – Theory and research

Chair : Patrick Hutton

Keynote Speaker: Felicitas Macgilchrist

Contributors

  • Raffaele Mantegazza (Università Milano-Bicocca)
  • Gitanjali Pyndiah (Goldsmiths University of London)
  • Maria Georgiou (Institute of Education, University of London)
  • Jocelyn Létourneau (Université Laval)
  • Marcel Tomasek (Historical Sociology, Faculty of  Humanities, Charles University)

Discussion 

Complete program.

Létourneau’s talk : Start from memory to get over it. A pragmatic approach to teaching history to kids.

See also :