Teacher Education and the Québec History and Citizenship Education Program
Bibliographic record
Abstract
This chapter aims to provide an overview of changes and continuities in social science curricula in the Québec educational landscape. While they are seen by many as a panacea for pressing social problems, citizenship education curricula raise questions about their effectiveness in cultivating empathy, justice, and critical interrogation of society. This study examines the role of history education in preparing justice-oriented citizens and the kind of citizens it seeks to create. To do so, this study first focuses on the Québec history and citizenship education curriculum, examining its normative imperatives and objectives, and arguing for disciplinary critical skills, particularly problematization, historical heuristics, and critical empathy, as an ethical aspect of historical thinking. It then analyzes the school’s role in (re)producing relations of subordination to the capitalist system and the limits of the school as an agent of social transformation and discusses the conflicting imperatives between the formal and the hidden curriculum. Finally, the chapter argues for a citizenship education that empowers students to engage in social inquiry and emancipation rather than perpetuating subordination, and offers examples and, very modestly, guidelines for the training of history teachers in Québec.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.025 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".