Monthly Archives: avril 2013

33e Forum international d’architecture vernaculaire

Raphaël Gani participera au 33e Forum international d’architecture vernaculaire, tenu à Gaspé/Percé du 11 au 15 juin 2013. Depuis bientôt 2 ans, Raphaël travaille  comme assistant de recherche à la réalisation de ce Forum, en collaboration avec Tania Martin, titulaire de la Chaire de recherche du Canada en patrimoine religieux bâti.

Pour plus d’information à propos du Forum, visitez : http://www.crcprb.chaire.ulaval.ca/fiav_vaf2013/

Conférence de Catherine Vézina et d’Alexandre Turgeon

Signées Jocelyn Létourneau

Soutenance de thèse le 8 mai : Victoria Raileanu, « DE LA PROPAGANDE » Les représentations du temps, de l’espace et du héros dans le documentaire historique produit à la télévision de la République soviétique socialiste moldave (1961-1989)

SOUTENANCE DE THÈSE « DE LA PROPAGANDE »  Les représentations du temps, de l'espace et du héros dans le documentaire historique produit à la télévision de la République soviétique socialiste moldave (1961-1989) Victoria Raileanu

What if Paul Sauvé had never said “Désormais…” (Henceforth)?

 

19 lettres ouvertes écrites par Jocelyn Létourneau et disponibles en ligne.

Un rapport gênant”, Le Devoir, 20 octobre 2011.

Le rapport complexe des Québécois avec leur histoire”, Le Devoir, 20 octobre 2011.

Le Québec en transition”, La Presse, 12 novembre 2010.

Que faire d’octobre 1970 ?”, Le Devoir, 7 octobre 2010, p. A7.

L’avenir de 1759”, La Presse, 12 septembre 2009, section plus, p. 7.

L’histoire est-elle (dé)passée ?”, Le Devoir, 18/19 octobre 2008, p. G1.

L’histoire à l’ère posthistorique”, Le Devoir, 10 juillet 2008, p. A7.

La raison de Bouchard-Taylor”, Le Devoir, 19 juin 2008, p. A7.

Une loi de la clarté identitaire ?”, Le Devoir, 6 novembre 2007, p. A7.

Élections historiques ?”, Le Devoir, 29 mars 2007, p. A7.

Un débat mal parti”, Le Devoir, 1er mai 2006, p. A7.

Le spectre de la pensée radicale”, Le Devoir, 14 juin 2005, p. A7.

Le Conseil de la souveraineté du Québec n’a pas à s’inquiéter”, Le Devoir, 3 avril 2006, p. A6.

Intellectuels québécois engagés”, Le Devoir, 20 juin 2004, p. A7.

Méprises sur un scandale”, Le Devoir, 12 mai 2004, p. A7.

La tradition libérale malmenée”, Le Devoir, 11 décembre 2003, p. A7.

Intellectuels silencieux ?”, Le Devoir, 24 février 2003, p. A7.

Du Soi et de l’Autre”, Le Devoir, 18 décembre 2002, p. A11.

Trapped by Mistaken Identity”, The Globe & Mail, 5 mars 2001, p. A9.

Visiting Doctoral Program Report

By David Scott, University of Calgary, PhD, student, Joseph-Armand Bombardier Canada Doctoral Fellow

As part of the Then/Hier Education Network visiting doctoral program, over the last two weeks I have been fortunate to study in Québec City with Jocelyn Létourneau, who is a holder of a Canada Research Chair in Contemporary Political History and Economy Laval Université. Dr. Létourneau’s work examining the ways Canadians interact with the past and how this influences their identity formations has long interested me. Inspired by Dr. Létourneau’s (2004, 2007) work exploring the ways young Québécois story a national past, in my doctoral research I plan to undertake a parallel study examining how adolescents in Western Canada tell the story of Canada. Specifically, I am interested in the extent to which the narrative structure underpinning their recounting of the historical experience of Canada is collectively held, and the ways particular narratives shape their historical consciousness in terms of how they see the past, understand the present, and anticipate the future.

In undertaking this research, I had several goals in coming to study at Laval.

  • Would this study offer a relevant addition to the literature and would it in fact, as I was assuming, be the first of its kind in English Canada?
  • How did Dr. Létourneau and his research team go about collecting and coding their data set and what particular methodological approaches did they use in their studies?
  • To what extent have scholars theorized the pedagogical implications of various memory studies that have occurred in Quebec and elsewhere (see, for example, VanSledright (2008) in the US and Wertsch (2004) in Russia)?
  • Finally, I came here to meet with other scholars in Quebec whose research parallels mine in order to explore opportunities for collaboration and ongoing dialogue.

Thanks to the warm welcome and ongoing mentorship of Dr. Létourneau during my stay here, along with the continued conversations I have had with other graduate students here, I have gained great insights into my research concerns. In the first instance, it seems that similar research on Anglophone understandings of the past has been documented, but only here in Quebec. However, I was to learn that Dr. Stéphane Levesque at the University of Ottawa plans to undertake a similar study in English Canada. Through a Skype meeting with him, we are discussing possibilities for ways I could help him realize our mutual research interests.

In terms of my methodological concerns, through meeting with Dr. Létourneau and his research assistants Jean-Francois Conroy and Raphaël Gani, I was given access to their corpus of work and sat in on several sessions where they explained the data gathering and coding process. In this regard ongoing conversations and insights from Raphaël have been a tremendous source of support in helping me both better appreciate issues of methodology as well as the scholarly terrain of emerging work in the field.

In relation to how emerging studies in memory studies might inform newcurricular and pedagogical possibilities for history education, it seems that this is a fairly open field for inquiry. Here, I speak of further pushing forward an approach to history education that drawing on Létourneau’s (2004, 2007) work, moves way from seeing students as empty vessels deficient in knowledge and skills, but rather makes the narrative structures that inhabit students’ vision of the past a central object of historical inquiry. Within this frame teachers would enter students’ basic matrixes of understanding, first pointing out limitations and then proposing different narrative referents for storying a national past that might offer new pathways of thinking to emerge. This will no doubt raise debates in the field, as teaching history through narrative has long been out of favour with scholars in both the disciplinary and critical post-modern paradigms. However, I continue to believe that narrative is central to how all people make sense of history, and by ignoring how young people story the past and further failing to offer new narrative possibilities, we are failing to engage their primary engine of historical consciousness that informs how they orientate themselves in the world. This to me provides an important area for further theorizing.

In the coming months I look forward to continuing the conversations begun here and collaborating on future research with people I have met during my sojourn in Quebec.

I would like to thank Dr. Létourneau and the graduate students here along with Then/Hier Education Network in providing me with this opportunity to study here.

References:

Létourneau, J. (2004). Young people’s assimilation of a collective historical memory: A case study of Quebeckers of French-Canadian heritage. In P.Seixas, (Ed.), Theorizing historical consciousness (pp. 109-128). Toronto, ON: University of Toronto Press.

Létourneau, J. (2007). Remembering our past: An examination of the historical memory of young Québécois. In R. M. Sandwell (Ed.), To the past: History education, public memory and citizenship in Canada (pp. 70-87). Toronto, ON: University of Toronto Press.

VanSledright, B. (2008). Narratives of nation-state, historical knowledge, and school history education.Review of Research in Education, 32 (1), 109-146.

Wertstch, J. (2004). Specific narratives and schematic narrative templates.In P.Seixas, (Eds.), Theorizing historical consciousness (pp. 49-62). Toronto, ON: University of Toronto Press.

Célia Forget raconte sa méthode pour « Diffuser ses travaux pour les nuls »

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A Place For a More Critical Form of Historical Inquiry in Social Studies and History Classrooms

At University of Calgary, David Scott is a doctoral student in history education. He obtain a bursary from THEN/HiER to travel to Québec so he can be our guest this week at the Chair. Here is one of Dave’ article. In it, he cite Jocelyn Létourneau’ work on historical consciousness.

As documented by Létourneau (2007), powerful collectively held narrations of a national past, or what he terms “mythhistories,” rely on basic narrative structures that carry with them a series of reference points including “binary notions of insiders and outsiders, stereotypes, and other representations that act a basic matrix of understanding, a simple way of comprehending the complexity of the past (and the present as well)” (p. 79).

A Place For a More Critical Form of Historical Inquiry in Social Studies and History Classrooms PDF
David Michael Scott

david scott