Plus ça change... Continuités et discontinuités dans la représentation de l'histoire autochtone dans les manuels scolaires québécois, des années 1980 à nos jours

Abstract

This paper studies the evolution of how indigenous history is represented by the different education programmes on national history in Québec and textbooks since the 1980s until today. Two specific periods are chosen as examples to examine the following questions: What is the impact of culturalism and eurocentrism on the perception of pre-Columbian societies? How do textbooks deal with the requirement to talk about Indian residential schools in Canada and Québec, following the conclusions of the TRC? How much flexibility is allowed on the topic of indigenous agentivity and the balance between empathy and historical thinking?