Dans sa thèse de doctorat publiée en 2012 et intitulée The History Classroom as Site for Imagining the Nation, Lisa Faden cite l’étude produite par Létourneau et Moisan (2004).
Empirical research of history and social studies education in Canada supports the view of Canadian national identity as ambiguous and regionally oriented. Létourneau and Moisan’s (2004) study of young people’s knowledge of Quebec history is frequently cited to demonstrate the sharp divide between Francophone and Anglophone versions of national identity. Létourneau and Moisan found that 403 Quebec secondary, college, and university students asked to write a short essay on the history of Quebec produced a narrative marked by “a melancholy, nostalgic awareness centring [sic] on the idea, the concept, of a conquered, reclusive people, abused by others and always fearful of reclaiming their destiny” (p. 117).
Pour la thèse : Lisa Faden, The History Classroom As Site For Imagining The Nation: An Investigation of U.S. and Canadian Teachers’ Pedagogical Practices, Thèse de doctorat, The University of Western Ontario, 2012, 215 p.
Pour l’étude de Létourneau et Moisan : «Young People’ s Assimilation of a Collective Historical Memory: A Case Study of Quebeckers of French-Canadian Heritage», dans Peter Seixas, dir., Theorizing Historical Consciousness, Toronto, University of Toronto Press, 2004, p. 109-128.