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Beyond History for Historical Consciousness

Students, Narrative, and Memory

«

"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."

»

Samantha Cutrara, York University, <i>Historical Studies in Education</i>

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. Les mer

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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.

Detaljer

Forlag
University of Toronto Press
Innbinding
Paperback
Språk
Engelsk
ISBN
9781487524531
Utgivelsesår
2020
Format
23 x 15 cm

Om forfatteren

Stéphane Lévesque is professor and director of the Virtual History and Stories Lab at the University of Ottawa.

Jean-Philippe Croteau is professor of French literature at the Department of French Studies at Sichuan University in Chengdu, China.

Anmeldelser

«

"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."

»

Samantha Cutrara, York University, <i>Historical Studies in Education</i>

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