Historical Consciousness and the Structuring of Group Boundaries: A Look at Two Francophone School History Teachers Regarding Quebec’s Anglophone Minority
Historical Consciousness and the Structuring of Group Boundaries: A Look at Two Francophone School History Teachers Regarding Quebec’s Anglophone Minority
复制标题
历史意识与群体边界的构建：两位法语学校历史老师对魁北克英语少数民族的看法
DOI：
10.1111/j.1467-873x.2012.00591.x
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发表时间：
2012
影响因子：
1.7
通讯作者：
Paul Zanazanian
中科院分区：
文献类型：
--
作者：
Paul Zanazanian
摘要本文考察了在魁北克法语和英语群体二元化的背景下，历史意识对民族历史教师群体边界构建的影响。通过使用“开放式解释钥匙”来考虑教师如何与时间变化进行互动，以谈判他们的民族文化机构向对方，本文特别关注了两个弗朗哥-魁北克多数派教师从过去发展到了解和接触盎格鲁-魁北克人的不同理解。通过掌握他们是否及时认识到后者的道德和历史作用，教育者对英语国家的社会现实和历史经验的敏感程度就变得清晰起来，他们向学生传递此类信息的意愿也变得清晰起来。总体而言，尽管两位教师都表现出了或多或少同等的能力，能够对过去形成貌似合理的理解，但他们在处理对方问题上表现出了两种截然不同的态度，这最终反映了两种主要的对立的社会话语，即如何恰当地面对关于“法英冲突”的记忆。考虑到这些关于教师(和学生)如何将群体间的现实历史化的辩论的潜在负担，文章最后提出了一种历史教学方法，促进与过去的自主和认真接触的发展。这种做法不仅需要尊重意见和选择的差异，而且还突出了拥抱变革以提高共同未来生活质量的潜力。
Abstract This article looks at the impact of historical consciousness on the structuring of group boundaries among national history teachers within Quebec’s context of group duality between Francophones and Anglophones. By using an “open‐ended interpretation key” for taking into account how teachers interact with temporal change for negotiating their ethno‐cultural agency toward the Other, this article specifically focuses on the different understandings that two teachers of the Franco‐Québécois majority develop from the past for knowing and engaging with the Anglo‐Québécois. By grasping whether they recognize the latter’s moral and historical agency in time, the degree of both educators’ sensitivity to Anglophone social realities and historical experiences become clear, as do their willingness to transmit such information to their students. On the whole, despite demonstrating a more or less equal capacity to develop plausible‐like understandings of the past, both teachers offer two diverging attitudes for dealing with the Other, which ultimately reflect two main opposing social discourses over how to properly confront memories of the “French–English Conflict.” Given the potential burden of these debates on how teachers (and students) historicize inter‐group realities, the article ends with proposing a means of teaching history that fosters the development of autonomous and conscientious engagements with the past. Not only does this approach entail respecting differences in opinions and choices, but also highlights the potentials of embracing change for improving the quality of common future life.