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      History as a 'GPS': On the uses of historical narrative for French Canadian students' life orientation and identity

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            Abstract

            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.

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            Author and article information

            Journal
            10430
            London Review of Education
            UCL IOE Press
            1474-8460
            01 July 2017
            : 15
            : 2
            : 227-242
            Article
            1474-8460(20170701)15:2L.227;1- s7.phd /ioep/clre/2017/00000015/00000002/art00007
            10.18546/LRE.15.2.07
            9e08fd0a-aaa0-4cee-b0a6-e0fcdc58c45d
            Copyright @ 2017
            History
            Categories
            Articles: Negotiating the nation

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            HISTORY EDUCATION,NATIONAL IDENTITY,HISTORICAL NARRATIVE,HISTORICAL CONSCIOUSNESS

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