Abstract
his article explores the idea of a narrative tool designed to help make room for Québec’s English-speaking minority in the teaching of school history. Based on a conceptualization of historical consciousness and its links to the notion of schematic narrative templates, the tool functions as a springboard for helping English speaking youth develop personal narratives of belonging in well informed and well reasoned ways for the purposes of integrating and vitalizing the community. Empirical data on community leaders’ historical memories help frame the contours of this schematic-like template.
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