Representations about the position of knowledge in history instruction arisen during the debate on the new history curriculum in Quebec (2006-2010)

Abstract

This article analyzes different actors' discourses during the debate on the new national History curriculum in Quebec, held from 2006 to 2010. Two opposite positions regarding the place of history instruction and its construction were identified: one that aims to develop intellectual skills associated with historical thinking and one that focuses on the transmission and storage of a fixed narrative.

History; curriculum; knowledge; citizenship; intellectual skill