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The History Classroom as Site for Imagining the Nation
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...
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A Place For a More Critical Form of Historical Inquiry in Social Studies and...
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...
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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...
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‘A Giant with Clay Feet’: Québec Students and their Historical Consciousness...
Parution de l’article »‘A Giant with Clay Feet’: Québec Students and their Historical Consciousness of the Nation« , coécrit par Stéphane Lévesque, Jocelyn Létourneau et Raphaël Gani. L’article est...
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Teaching Aboriginal perspectives: An investigation into teacher practices...
A collaborator of the Chair, David Scott got his master’s research published on how history teachers were taking up the teaching of multiple perspectives. In this piece, he focus on Aboriginal...
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Identities and Engagement
Identities and Engagement / October 17-18, 2013 / Chateau Bromont hotel. http://t.co/aSH4PlYpP4 — CRC_HEPQC (@CRC_HEPQC) July 21, 2013 Follow
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Engaging Francophone perspectives in the Alberta Social Studies Program
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Deux résumés
One Book in Four Pages : Je me souviens? Le passé du Québec dans la conscience de sa jeunesse (2014). http://t.co/EOFQmt4ju2 #sschat #polcan — Jocelyn Létourneau (@JocLetourneau) 17 Février 2014 Lire...
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