Archives de Tag: Quebec history

Three presentations

  1. A Story of Us. What story? What us?”: October 19 @ 24th ACSUS Biennial conference in Las Vegas.
  2. Quebec’s Silent Revolution since the 1990s”: October 30 @ UCL Institute of the Americas in London.
  3. Expo 67 in the Historical Imagination of Contemporary Québec Youth”: November 3 @ University of London.

Annual UCL Quebec Lecture: Quebec: The Silent Revolution

Quebec Silent Revolution

MON, 14 DEC 2015 AT 18:30 

UCL-Institute of the Americas, Lecture Room 103, 51 Gordon Square, London, United Kingdom

In the 1960s Quebec witnessed the so-called Quiet Revolution – generally acknowledged as a period of spectacular transformation. In the 2000s there has been another revolution in Quebec – the Silent Revolution, a period of tranquil change that has nevertheless resulted in a transition from one era to another as profound as that ushered in by the Quiet Revolution.

In his talk, Jocelyn Létourneau will identify and conceptualise the very significant changes that Quebec is undergoing at the present time. In particular, he will argue that Quebec society is experiencing a deep-seated social debate that is producing a collective change in outlook. The three fundamental questions any society asks about itself – where do we come from? Who are we? Where are we going? – are being overtly raised in contemporary Quebec. And it appears that the answers proposed by those who are about to lead society are not the same as before.

“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. 

“Go outside of the simple binary vision of the past to bring the kids into complexity. I think that’s the main task of teaching history”

Click on the image

Click on the image

« Some fear that the new curriculum may only emphasize a troubling trend uncovered in a novel 10-year study by Université Laval historian Jocelyn Létourneau. »

Perceptions of history divided along linguistic lines


fait saillant anglo

One Book in Four Pages : Je me souviens? Le passé du Québec dans la conscience de sa jeunesse (2014). 


Lire un extrait du livre Je me souviens? Le passé du Québec dans la conscience de sa jeunesse.

Fait saillant Exemple de phrase