Nation-building and curriculum in Canada.

Autor/inn/en	Wallner, Jennifer; Chouinard, Stéphanie
Titel	Nation-building and curriculum in Canada.
Quelle	Aus: Tröhler, Daniel (Hrsg.): Education, curriculum and nation-building. Contributions of comparative education to the understanding of nations and nationalism. Abingdon: Routledge (2023) S. 149-172 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Oxford studies in comparative education
Beigaben	Literaturangaben S. 170-172
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	1-000-86386-7; 1-000-86389-1; 1-003-31598-4; 978-1-000-86386-4; 978-1-000-86389-5; 978-1-003-31598-8; 978-1-032-30758-9; 978-1-032-32647-4
DOI	10.4324/9781003315988-8
Schlagwörter	Curriculum; Mehrsprachigkeit; Geschichtsunterricht; Nationalismus; Nationenbildung; Kanada
Abstract	Formal schooling plays a critical role in the nation-building aspirations of a state. Through common courses and curriculum, schools help to forge and transmit shared narratives of the past, construct a collective understanding of the present, and establish a common vision for the future. But what does this look like in multinational states, where different national communities, while not necessarily sharing a common understanding of the past, are working to co-exist within a shared state structure? For countries that are formally federal, where powers are divided between central and subnational governments, this line of inquiry gains greater salience as gaps and differentiations across jurisdictions are even more likely to exist. Inspired by the constructivist approach to nation-building, this chapter features an investigation of the Grade 10 English-language and French-language history curricula used in the two most populous Canadian provinces, Ontario and Québec. A polynational federation, where provinces hold exclusive jurisdiction over elementary and secondary education, Canada offers an ideal focus for this study. First, we will work to uncover the variations between these two provinces and anticipate that important differences will distinguish their respective curricula. Second, our analysis of the curricula will provide insight into the respective 'national' images cultivated by these two provinces nested within the broader Canadian federation. Third and finally, our investigation offers the opportunity to explore similarities and differences in the 'national' images and narratives advanced even within each case.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1