As issues of history, memory, and identity collide with increasing frequency and intensity in the classroom and society, the timing is ideal to investigate the impact of these forces on twenty-first-century students. Relying on the theory of historical consciousness, this book presents the results of a comprehensive study conducted with over 600 French Canadian students that examines their narrative views of the collective past. The authors offer new evidence on how young citizens from various regions and ethnocultural groups in Quebec and Ontario think about their national history and what impact education, historical culture, and the “real-life” curriculum of meaningful experiences have on the formation of narration, identity, and historical consciousness.

Stéphane Lévesque est professeur associé et directeur du Laboratoire d’histoire virtuelle et récits de l’Université d’Ottawa. Ses travaux portent sur la conscience historique, la pensée narrative, la didactique de l’histoire et l’intégration des technologies en éducation.

Stéphane Lévesque's profile page

Jean-Philippe Croteau est professeur de littérature francophone au Département d’études françaises à l’Université du Sichuan à Chengdu en Chine. Ses travaux portent sur l’histoire de l’éducation, la communauté juive de Montréal, la minorité francophone de l’Ontario et plus récemment la conscience historique.

Jean-Philippe Croteau's profile page

"Publications like Stéphane Lévesque and Jean-Philippe Croteau’s new manuscript Beyond History for Historical Consciousness: Students, Narrative, and Memory, published by the University of Toronto Press, are important for developing academic dialogue related to how students come to, and leave, their history education."

<i>Historical Studies in Education</i>