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Abstract
The main objective of this article is to offer an alternative discursive framework for teaching history and citizenship education in Québec, Canada. Enabling a more inclusive discussion around how citizenship is constructed, thinking interculturally allows us begin thinking about practical ways in which citizenship and history education might detract from the exclusive form of inclusion that currently resides in Québec’s intercultural model (and, consequently, in history classrooms).
Notes
1. ‘Truth and Reconciliation: Canadians see value in report, skeptical government will act,’ CBC.ca, last modified July 9, 2015. http://www.cbc.ca/news/aboriginal/truth-and-reconciliation-canadians-see-value-in-report-skeptical-government-will-act-1.3144271.