Analyzing Constructions of Polytheistic and Monotheistic Religious Traditions: A Critical Multicultural Approach to Textbooks in Quebec

Abstract

How are religious traditions and exchanges between them constructed in textbooks used in Quebec? Through a critical discourse analysis of History and Citizenship Education, and Ethics and Religious Culture textbooks, we find that the Abrahamic monotheistic tradition is valorized, while non-Abrahamic monotheistic traditions and polytheism are either omitted or presented as largely different and exotic, with no potential connections established between the various traditions. As such, we propose a critical multicultural approach and an illustrative model that acknowledges the exchanges and mutual influences among religious traditions. Such an approach should help students from various religious and cultural backgrounds develop an understanding and a respect for diverse human civilizations and religious traditions, thus contributing to fostering inclusive multicultural classrooms.

Acknowledgments

We would like to express our gratitude for the editorial team and three anonymous reviewers for their thorough review and extremely helpful insights.

Funding

This work was supported by the Social Sciences and Humanities Research Council of Canada (SSHRC) under Grant [number 767-2015-2328] and the Fonds de recherche du Québec—Société et culture (FRQSC) under Grant [number 199-038].

Notes

¹ We use the term “Abrahamic religions” to refer to Judaism, Christianity, and Islam.

² A third competency of dialogue was removed from the course requirement—evident in the grading criteria of the course here: https://www7.mels.gouv.qc.ca/dc/evaluation/index_en.php?page=search. Dialogue is no longer a standalone competency, but is now included within the two ERC-related competencies.

³ Quebec's Social Sciences curriculum, taught at the Elementary and Secondary levels, is comprised of the HCE and Geography subject matters. ERC is the World Religions course taught across the province's Elementary and Secondary schools. Schools in Quebec are divided by Elementary and Secondary levels, and grades are grouped within cycles. Secondary Cycle One consists of Grades 7 and 8, and Cycle Two consists of Grades 9, 10, and 11. Thus, a Secondary Cycle One, Year Two student would be equivalent to a Grade 8 student in some North American contexts. Rather than referring to each grade level, individuals in Quebec refer to them as Secondary I (for Grade 7), Secondary II (for Grade 8), Secondary III (for Grade 9), going up to Secondary V.

⁴ Each mention count is based on content in each section of those two chapters. A section is based on the text between two headings.