This research helps us reflect on how to teach history to youth. We know to which extent, over the past twenty years, the historical thinking paradigm has influenced academics and teachers. Without diminishing the important contribution this intervention has made in teaching history, we need to acknowledge that historical thinking is not easily implemented in the concrete context of the curriculum or classroom.
We have arrived at this conclusion by examining a subset of students in Quebec’s mandatory History and Education to Citizenship course who, in principle, have been introduced to historical thinking methods. It appears from their submissions, however, that even after learning about historical thinking, students continue to adhere to canonical visions of Quebec’s past; a past that’s binary, simplistic and divided. Of course, it is possible that the historical thinking paradigm was not fully applied in the classroom and therefore these responses have nothing to do with its putative failure to fulfill its promise. It is equally possible, however, that the strong voices supporting this paradigm under-estimate a number of significant realities:
Youth develop their understanding and vision of history outside of the classroom as much, and often more, than inside the classroom.
Youth quickly forget most of what they are told or learn in class.
The grand national narratives remain a ready-to-use framework or template for young people diligently searching to make sense of the past that allows them to live efficiently in society (or at least pass the exam!).
“Moving beyond the institutional implementation of historical thinking concepts, Thursday’s essays explore historical thinking and consciousness within the broader Canadian public. In the first post of the day, the ‘Pasts Collective’ (Del Muise, Marg Conrad, Gerald Friesen, Kadriye Ercikan, David Northrup, Peter Seixas and Jocelyn Létourneau) summarize the results from their large-scale study on how Canadians engage with the past. Their conclusions teach us much about the level of trust Canadians place in historians’ work and the institutions and resources developed around it. In the afternoon, Jocelyn Létourneau introduces us to the fruit of a similar study he conducted in Quebec, focusing on historical consciousness among Quebec’s youth and the disjuncture between teaching and learning. (Those of you who read French can get an early peek at this on our partner site, HistoireEngagee.ca; it goes live there today).”