Historical Consciousness and the "French-English" Divide among Quebec History Teachers
Bibliographic record
Abstract
Teacher historical consciousness influences pedagogical practices in the national history classroom. Its study within the context of societies with ambiguous ethnic dominance like Quebec fosters a better understanding of how teachers signify past inter-group relations for knowing and orienting themselves toward the "Other." Quebec's blurred majority/minority demarcations between Francophones and Anglophones, as well as its common but non-consensual history program for its parallel school system, provides innovative and productive ground for such research. This article discusses a study conducted on inter-group attitudes and mutual in-class treatment between Francophone and Anglophone history teachers when teaching the Secondary Four, History of Quebec and Canada course in Montreal. Whereas most Francophone respondents displayed an indifference to the social realities and historical experiences of Quebec Anglophones, all Anglophone respondents demonstrated a sense of empathy toward the former. As this discrepancy reflects each group's sociological status, it also implies a dissimilarity in how research participants historicize the "French-English conflict" in Quebec's past. In this context, the non-recognition of Anglo-Quebecois moral and historical agency possibly explains the prevalent indifference among Francophone respondents. La conscience historique des enseignants influence leurs pratiques pédagogiques lorsqu'ils enseignent l'histoire nationale. Dans une société à dominance ethnique ambiguë comme le Québec, l'étude de cette conscience permet de comprendre le sens que donnent les enseignants aux relations intergroupes du passé pour mieux se reconnaître et se positionner par rapport à l'Autre. La démarcation majoritaire/minoritaire floue entre francophones et anglophones ainsi que le curriculum d'histoire commun, mais non-consensuel, offre un terrain fertile pour la recherche. Cet article présente les résultats d'une étude sur les attitudes intergroupes et le traitement du programme d'histoire du Québec et du Canada par les enseignants francophones et anglophones respectivement en quatrième secondaire à Montréal. Si la plupart des répondants francophones manifestent de l'indifférence face aux réalités sociales et aux expériences historiques des Anglo-québécois, tous les répondants anglophones manifestent de l'empathie envers les premiers. Reflet du statut sociologique distinct de chaque groupe, cette divergence implique une dissemblance dans la manière dont les répondants historicisent le conflit français-anglais. Dans cette optique, le fait de ne pas reconnaître l'historicité des Anglo-québécois pourrait expliquer l'indifférence des répondants francophones.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.006 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".