Stéphane Levesque | University of Ottawa | Université d'Ottawa (original) (raw)
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Articles by Stéphane Levesque
International Journal of Historical Learning, Teaching and Research, 2013
The aim of this paper is to explore French Canadian (Québec) students‘ historical consciousness o... more The aim of this paper is to explore French Canadian (Québec) students‘ historical consciousness of the nation through the lens of Social Identity Theory (SIT). Relying on a sample of 142 Québec‘s historical narratives written by Francophone Québécois students, the paper revisits findings from a previous study on the historical consciousness of young Québécois. Informed by SIT principles, our narrative analysis shows how most Franco-Québécois categorize the past in homogenous categories (e.g., the imperialist Anglophone; the surviving Francophone) and frame their stories into particular modes of present-day orientations. Implications of this study for history education are also discussed.
Papers by Stéphane Levesque
Theory and Research in Social Education, Jan 2, 2022
ABSTRACT Recent theories of historical consciousness focus on the role narration plays in contemp... more ABSTRACT Recent theories of historical consciousness focus on the role narration plays in contemporary people’s attempts to give meaning to the past and orient their practical life as citizens. This article examines the need for probing students’ historical ideas and for developing narrative competence as a way to engage them critically in contested memories of the collective past so as to expand their historical consciousness beyond memory and cultural traditions. Relying on a narrative approach, this study surveyed 635 French Canadian students from different regions of Canada. Canada, a multicultural state made up of nations-within (French, English, Indigenous), represents an interesting case for studying young citizens’ representations of the collective past in a highly diversified society. This study offers new results on how these learners think about national history in the 21st century, and it discusses the implications for the development of narrative competence as a way to bridge the divide between the “cultural curriculum” and “historical thinking.” We argue that history educators need to take more seriously students’ narrative ideas if they truly want to have a lasting impact on their historical learning.
Theory and Research in Social Education, Apr 1, 2003
The terrorist attacks of September 11, 2001, have had tragic effects for history teachers and stu... more The terrorist attacks of September 11, 2001, have had tragic effects for history teachers and students in Canada, the United States, and abroad. Yet, despite increased educational research in historical thinking, very little is known about students' historical understanding of terrorism. This exploratory study looks at some Canadian, but specifically Ontario, high school students' abilities to think historically when analyzing current events such as the terrorist attacks of September 11. Drawing on recent discussions among educators and historians, it generates four competencies for historical thinking (sense of empathy, awareness of continuity and change, appreciation of evidence, and sense of historical meaning-making). These competencies are then used as a framework for an empirical investigation with two classes of grade 10 history students. The findings suggest that Canadian students are not only emotionally affected by the aftermath of September 11, but also have developed more or less sophisticated historical understandings of terrorism.
University of British Columbia Press eBooks, Jun 1, 2011
Histoire Sociale-social History, 2016
The Canadian historical review, 2008
Public history weekly, Oct 15, 2015
Public history weekly, Mar 16, 2017
Routledge eBooks, Nov 29, 2022
The nature of historical narrative What is a historical narrative? The question seems straightfor... more The nature of historical narrative What is a historical narrative? The question seems straightforward. Definitions in dictionaries typically equate "narrative" to "story." In the literature, many also refer to an "account" of the past. Narrative, story, and account are often used interchangeably in both scholarly and everyday life practice. This situation leads to more confusion than clarity on the defining features of historical narrative. The difficulty with the concept pertains to the diversity of narratives in society, varying on a number of dimensions: the purposes, the methods used, the medium and genres, and the contexts in which they are produced. Even in the history discipline, historians have debated for a long time the nature of their discipline and its product. The problem, as E.H. Carr (1962) cautiously observed, comes from the fact that the answers to the question "what is history?" invariably reflect our own frame of reference in time. Indeed, following the European scientific revolution during the early modern period, history came to be understood in the logic of positivism and a "desire for explanations which are at once systematic and controllable by factual evidence that generates science" (Nagel in Megill, 1989: 632). Replacing Christianity as the focal point of reference and civilisation, historical narratives produced by historians were meant to present enlightened and universalizable explanations of the past based on the new scientific method. During the 19th century, scientific history received serious attention in European and American scholarly circles. As French historian Fustel de Coulanges declared in 1862: "History is and should be a science" (in Lévesque, 2008: 22). But following World War I, vocal critics-notably in France, Italy, and Englandquestioned the scientific approach to the past and its inability to account for the nature of culture, race, and multiperspectivity. "The moment historical facts are 4
This paper presents the findings from a national survey conducted in Malaysia with respect to Nat... more This paper presents the findings from a national survey conducted in Malaysia with respect to National Dual Training System (NDTS) and industry involvement in the program. The NDTS was launched in 2005; it is organized by the Department of Skills Development, Ministry of Human Resources Malaysia. To be successful in its implementation, NTDS requires full support and involvement from industrial and manufacturing sectors. The survey has two major objectives: first, to identify major factors; and second, the barriers that hinder industrial and manufacturing sectors from participating in the NDTS program. A set of survey questionnaire was developed as data collection instrument. Survey questionnaire was sent to 5,000 companies comprising of multinationals, small and medium-sized industries. A total of 509 companies returned the completed questionnaires; giving a low response rate of 10.18%. The survey results shows major factors and barriers that hinder industries and manufacturing sectors from participating in the NTDS comprise of training culture, organizational structure, resources, policies, and awareness about NDTS. It was found from the survey, a high majority of respondents did not participate in the NDTS because they were not aware about its existence and no information or publicity materials made available to them. Therefore, it is recommended that the Department of Skills Development, Ministry of Human Resources Malaysia to provide more information and publicity to the industrial and manufacturing sectors with respect to the NDTS program.
Proceedings of the 2021 AERA Annual Meeting, 2021
Presses de l'Université du Québec eBooks, Nov 14, 2018
University of Michigan Press eBooks, Sep 28, 2018
Histoire Sociale-social History, 2016
International Journal of Historical Learning, Teaching and Research, 2013
The aim of this paper is to explore French Canadian (Québec) students‘ historical consciousness o... more The aim of this paper is to explore French Canadian (Québec) students‘ historical consciousness of the nation through the lens of Social Identity Theory (SIT). Relying on a sample of 142 Québec‘s historical narratives written by Francophone Québécois students, the paper revisits findings from a previous study on the historical consciousness of young Québécois. Informed by SIT principles, our narrative analysis shows how most Franco-Québécois categorize the past in homogenous categories (e.g., the imperialist Anglophone; the surviving Francophone) and frame their stories into particular modes of present-day orientations. Implications of this study for history education are also discussed.
Theory and Research in Social Education, Jan 2, 2022
ABSTRACT Recent theories of historical consciousness focus on the role narration plays in contemp... more ABSTRACT Recent theories of historical consciousness focus on the role narration plays in contemporary people’s attempts to give meaning to the past and orient their practical life as citizens. This article examines the need for probing students’ historical ideas and for developing narrative competence as a way to engage them critically in contested memories of the collective past so as to expand their historical consciousness beyond memory and cultural traditions. Relying on a narrative approach, this study surveyed 635 French Canadian students from different regions of Canada. Canada, a multicultural state made up of nations-within (French, English, Indigenous), represents an interesting case for studying young citizens’ representations of the collective past in a highly diversified society. This study offers new results on how these learners think about national history in the 21st century, and it discusses the implications for the development of narrative competence as a way to bridge the divide between the “cultural curriculum” and “historical thinking.” We argue that history educators need to take more seriously students’ narrative ideas if they truly want to have a lasting impact on their historical learning.
Theory and Research in Social Education, Apr 1, 2003
The terrorist attacks of September 11, 2001, have had tragic effects for history teachers and stu... more The terrorist attacks of September 11, 2001, have had tragic effects for history teachers and students in Canada, the United States, and abroad. Yet, despite increased educational research in historical thinking, very little is known about students' historical understanding of terrorism. This exploratory study looks at some Canadian, but specifically Ontario, high school students' abilities to think historically when analyzing current events such as the terrorist attacks of September 11. Drawing on recent discussions among educators and historians, it generates four competencies for historical thinking (sense of empathy, awareness of continuity and change, appreciation of evidence, and sense of historical meaning-making). These competencies are then used as a framework for an empirical investigation with two classes of grade 10 history students. The findings suggest that Canadian students are not only emotionally affected by the aftermath of September 11, but also have developed more or less sophisticated historical understandings of terrorism.
University of British Columbia Press eBooks, Jun 1, 2011
Histoire Sociale-social History, 2016
The Canadian historical review, 2008
Public history weekly, Oct 15, 2015
Public history weekly, Mar 16, 2017
Routledge eBooks, Nov 29, 2022
The nature of historical narrative What is a historical narrative? The question seems straightfor... more The nature of historical narrative What is a historical narrative? The question seems straightforward. Definitions in dictionaries typically equate "narrative" to "story." In the literature, many also refer to an "account" of the past. Narrative, story, and account are often used interchangeably in both scholarly and everyday life practice. This situation leads to more confusion than clarity on the defining features of historical narrative. The difficulty with the concept pertains to the diversity of narratives in society, varying on a number of dimensions: the purposes, the methods used, the medium and genres, and the contexts in which they are produced. Even in the history discipline, historians have debated for a long time the nature of their discipline and its product. The problem, as E.H. Carr (1962) cautiously observed, comes from the fact that the answers to the question "what is history?" invariably reflect our own frame of reference in time. Indeed, following the European scientific revolution during the early modern period, history came to be understood in the logic of positivism and a "desire for explanations which are at once systematic and controllable by factual evidence that generates science" (Nagel in Megill, 1989: 632). Replacing Christianity as the focal point of reference and civilisation, historical narratives produced by historians were meant to present enlightened and universalizable explanations of the past based on the new scientific method. During the 19th century, scientific history received serious attention in European and American scholarly circles. As French historian Fustel de Coulanges declared in 1862: "History is and should be a science" (in Lévesque, 2008: 22). But following World War I, vocal critics-notably in France, Italy, and Englandquestioned the scientific approach to the past and its inability to account for the nature of culture, race, and multiperspectivity. "The moment historical facts are 4
This paper presents the findings from a national survey conducted in Malaysia with respect to Nat... more This paper presents the findings from a national survey conducted in Malaysia with respect to National Dual Training System (NDTS) and industry involvement in the program. The NDTS was launched in 2005; it is organized by the Department of Skills Development, Ministry of Human Resources Malaysia. To be successful in its implementation, NTDS requires full support and involvement from industrial and manufacturing sectors. The survey has two major objectives: first, to identify major factors; and second, the barriers that hinder industrial and manufacturing sectors from participating in the NDTS program. A set of survey questionnaire was developed as data collection instrument. Survey questionnaire was sent to 5,000 companies comprising of multinationals, small and medium-sized industries. A total of 509 companies returned the completed questionnaires; giving a low response rate of 10.18%. The survey results shows major factors and barriers that hinder industries and manufacturing sectors from participating in the NTDS comprise of training culture, organizational structure, resources, policies, and awareness about NDTS. It was found from the survey, a high majority of respondents did not participate in the NDTS because they were not aware about its existence and no information or publicity materials made available to them. Therefore, it is recommended that the Department of Skills Development, Ministry of Human Resources Malaysia to provide more information and publicity to the industrial and manufacturing sectors with respect to the NDTS program.
Proceedings of the 2021 AERA Annual Meeting, 2021
Presses de l'Université du Québec eBooks, Nov 14, 2018
University of Michigan Press eBooks, Sep 28, 2018
Histoire Sociale-social History, 2016
Public history weekly, Oct 4, 2018