Paul Zanazanian
Biographic Data
| ID | 501722 |
|---|---|
| NAME | Paul Zanazanian |
| GIVEN NAMES | Paul |
| FAMILY NAME | Zanazanian |
| SIGNATURE | ZANAZANIAN P |
| AFFILIATIONS | McGill University |
| ORCID | 0000-0001-5044-162X |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The relationship between past and history in teachers’ theoretical understandings and professional practice
Perceived inconsistencies in history teachers’ epistemological beliefs have been a recurring theme in research on epistemic cognition. In this article, we explore how teachers discuss history’s epistemology when presented with different scenarios where epistemology might be an issue. A study design aimed at capturing teachers thinking in different contexts was adopted, and through semi-structured interviews with history teachers in Quebec and Swe…
Teachers and the Epistemology of History: .
This edited book explores conceptual as well as empirical approaches to epistemic beliefs that teachers of history might hold. In many parts of the world, history teachers are tasked with both upholding historical national myths and at the same time giving students the tools needed to deconstruct history and think critically. This ambiguity embedded in the combination of reconstruction and deconstruction is a difficult landscape for teachers to n…
Historical Consciousness and Practical Life: A Theory and Methodology
La pluralité des expériences historiques dans le passé du Québec et du Canada: Points de vue des historiennes et historiens universitaires1
Alors que les repères usuels de l’historiographie « nationale » se trouvent mis à mal par les travaux postcoloniaux, antiracistes et autres histoires alternatives, cet article propose d’éclairer l’état de la situation au Québec en posant la question suivante : comment la communauté historienne québécoise considère-t-elle l’écriture d’une histoire du Québec et du Canada plurielle et plurivoque ? L’article présente les résultats d’une enquête quali…
Mobilizing Historical Consciousness for Concerted Social Action: English-speaking Quebec's Community Leaders and Their Quest for Group Vitality
This article links Quebec English-speaking community leaders' historical consciousness to their attempts at rallying group members to effectuate change in their unique minority setting. Englishspeaking Quebec is a new, sociological minority, having originated from the province's Francophone majority's recent bid to reaffirm its dominant status and corollary language laws of the 1970s. With English-speaking Quebec's vitality today weakening, its l…
History Teaching and Narrative Tools: Towards Integrating English-Speaking Youth into Quebec’s Social Fabric
Based on an analysis of five English-speaking students’ written narratives on Quebec’s history, this article proposes a pedagogical tool for better integrating and vitalizing these students’ language community in Quebec. Despite tendencies of reliance and opposition emerging from their historical consciousness, these students do not employ clearly articulated and coherent English-speaking storylines for positioning themselves as a minority group.…
History Is a Verb: "We Learn It Best When We Are Doing It!": French and English Canadian Prospective Teachers and History
This article presents the results of a Canadian study of prospective history teachers conducted in 2012-2013. Using an online questionnaire to assess a broad range of questions pertaining to their knowledge of history, their trust in historical sources, their experiences in high school and university classes, and their views about school history, it offers new empirical evidence on how the growing generation of Canadian teachers are prepared for …
Historical Consciousness and Being Québécois: Exploring Young English-Speaking Students' Interactions with Quebec's Master Historical Narrative
In revisiting a dataset of secondary school students' historical narratives on Quebec's past, this article's exploratory study examines five English-speaking youths' historical consciousness as members of a French-speaking society. Given their community's simplistic portrayal in the province's school history program, the study attempts to understand the impact of transmitting a Franco-centric collective historical identity that differentiates and…
Historical Consciousness and the Structuring of Group Boundaries: A Look at Two Francophone School History Teachers Regarding Quebec’s Anglophone Minority
This article looks at the impact of historical consciousness on the structuring of group boundaries among national history teachers within Quebec’s context of group duality between Francophones and Anglophones. By using an “open‐ended interpretation key” for taking into account how teachers interact with temporal change for negotiating their ethno‐cultural agency toward the Other, this article specifically focuses on the different understandings …
Historical Consciousness and Ethnicity: How Signifying the Past Influences the Fluctuations in Ethnic Boundary Maintenance
Theorists tend to limit 'history's' role in the dynamics of ethnicity to that generally played by collective memory. By bringing the notion of historical consciousness to the fore, new possibilities may, however, emerge for discerning how history, as one cultural mode of remembering among many others, impacts both ethnicity delineations and fluctuations in boundary maintenance. In encapsulating the many forms of commemoration as well as the diffe…
L’enseignement au Québec et en France des questions controversées en histoire: Tensions Entre Politique Du Passé Et Politique De La Reconnaissance Dans Les Curricula
Cet article traite de l’expression des tensions entre la politique du passé et la politique de la reconnaissance dans l’enseignement des questions controversées en histoire au Québec et en France. L’histoire à enseigner y a connu d’importantes évolutions. Ces évolutions concernent la conception même de l’histoire et son rôle dans la société. Elles sont porteuses de tensions quant à ce qui est légitime pour « dire/faire l’histoire », donc à la par…
Historical Consciousness and the "French-English" Divide among Quebec History Teachers
Teacher historical consciousness influences pedagogical practices in the national history classroom. Its study within the context of societies with ambiguous ethnic dominance like Quebec fosters a better understanding of how teachers signify past inter-group relations for knowing and orienting themselves toward the "Other." Quebec's blurred majority/minority demarcations between Francophones and Anglophones, as well as its common but non-consensu…
Historical Consciousness and Being Québécois: Exploring Young English-Speaking Students' Interactions with Quebec's Master Historical Narrative
In revisiting a dataset of secondary school students' historical narratives on Quebec's past, this article's exploratory study examines five English-speaking youths' historical consciousness as members of a French-speaking society. Given their community's simplistic portrayal in the province's school history program, the study attempts to understand the impact of transmitting a Franco-centric collective historical identity that differentiates and…
Historical Consciousness and the "French-English" Divide among Quebec History Teachers
Teacher historical consciousness influences pedagogical practices in the national history classroom. Its study within the context of societies with ambiguous ethnic dominance like Quebec fosters a better understanding of how teachers signify past inter-group relations for knowing and orienting themselves toward the "Other." Quebec's blurred majority/minority demarcations between Francophones and Anglophones, as well as its common but non-consensu…
Historical Consciousness and the Structuring of Group Boundaries: A Look at Two Francophone School History Teachers Regarding Quebec’s Anglophone Minority
This article looks at the impact of historical consciousness on the structuring of group boundaries among national history teachers within Quebec’s context of group duality between Francophones and Anglophones. By using an “open‐ended interpretation key” for taking into account how teachers interact with temporal change for negotiating their ethno‐cultural agency toward the Other, this article specifically focuses on the different understandings …
History Is a Verb: "We Learn It Best When We Are Doing It!": French and English Canadian Prospective Teachers and History
This article presents the results of a Canadian study of prospective history teachers conducted in 2012-2013. Using an online questionnaire to assess a broad range of questions pertaining to their knowledge of history, their trust in historical sources, their experiences in high school and university classes, and their views about school history, it offers new empirical evidence on how the growing generation of Canadian teachers are prepared for …
La pluralité des expériences historiques dans le passé du Québec et du Canada: Points de vue des historiennes et historiens universitaires1
Alors que les repères usuels de l’historiographie « nationale » se trouvent mis à mal par les travaux postcoloniaux, antiracistes et autres histoires alternatives, cet article propose d’éclairer l’état de la situation au Québec en posant la question suivante : comment la communauté historienne québécoise considère-t-elle l’écriture d’une histoire du Québec et du Canada plurielle et plurivoque ? L’article présente les résultats d’une enquête quali…
Historical Consciousness and Ethnicity: How Signifying the Past Influences the Fluctuations in Ethnic Boundary Maintenance
Theorists tend to limit 'history's' role in the dynamics of ethnicity to that generally played by collective memory. By bringing the notion of historical consciousness to the fore, new possibilities may, however, emerge for discerning how history, as one cultural mode of remembering among many others, impacts both ethnicity delineations and fluctuations in boundary maintenance. In encapsulating the many forms of commemoration as well as the diffe…
L’enseignement au Québec et en France des questions controversées en histoire: Tensions Entre Politique Du Passé Et Politique De La Reconnaissance Dans Les Curricula
Cet article traite de l’expression des tensions entre la politique du passé et la politique de la reconnaissance dans l’enseignement des questions controversées en histoire au Québec et en France. L’histoire à enseigner y a connu d’importantes évolutions. Ces évolutions concernent la conception même de l’histoire et son rôle dans la société. Elles sont porteuses de tensions quant à ce qui est légitime pour « dire/faire l’histoire », donc à la par…
L’enseignement au Québec et en France des questions controversées en histoire: Tensions Entre Politique Du Passé Et Politique De La Reconnaissance Dans Les Curricula
Cet article traite de l’expression des tensions entre la politique du passé et la politique de la reconnaissance dans l’enseignement des questions controversées en histoire au Québec et en France. L’histoire à enseigner y a connu d’importantes évolutions. Ces évolutions concernent la conception même de l’histoire et son rôle dans la société. Elles sont porteuses de tensions quant à ce qui est légitime pour « dire/faire l’histoire », donc à la par…
Historical Consciousness and the "French-English" Divide among Quebec History Teachers
Teacher historical consciousness influences pedagogical practices in the national history classroom. Its study within the context of societies with ambiguous ethnic dominance like Quebec fosters a better understanding of how teachers signify past inter-group relations for knowing and orienting themselves toward the "Other." Quebec's blurred majority/minority demarcations between Francophones and Anglophones, as well as its common but non-consensu…
Historical Consciousness and Ethnicity: How Signifying the Past Influences the Fluctuations in Ethnic Boundary Maintenance
Theorists tend to limit 'history's' role in the dynamics of ethnicity to that generally played by collective memory. By bringing the notion of historical consciousness to the fore, new possibilities may, however, emerge for discerning how history, as one cultural mode of remembering among many others, impacts both ethnicity delineations and fluctuations in boundary maintenance. In encapsulating the many forms of commemoration as well as the diffe…
Historical Consciousness and the Structuring of Group Boundaries: A Look at Two Francophone School History Teachers Regarding Quebec’s Anglophone Minority
This article looks at the impact of historical consciousness on the structuring of group boundaries among national history teachers within Quebec’s context of group duality between Francophones and Anglophones. By using an “open‐ended interpretation key” for taking into account how teachers interact with temporal change for negotiating their ethno‐cultural agency toward the Other, this article specifically focuses on the different understandings …
History Is a Verb: "We Learn It Best When We Are Doing It!": French and English Canadian Prospective Teachers and History
This article presents the results of a Canadian study of prospective history teachers conducted in 2012-2013. Using an online questionnaire to assess a broad range of questions pertaining to their knowledge of history, their trust in historical sources, their experiences in high school and university classes, and their views about school history, it offers new empirical evidence on how the growing generation of Canadian teachers are prepared for …
Historical Consciousness and Being Québécois: Exploring Young English-Speaking Students' Interactions with Quebec's Master Historical Narrative
In revisiting a dataset of secondary school students' historical narratives on Quebec's past, this article's exploratory study examines five English-speaking youths' historical consciousness as members of a French-speaking society. Given their community's simplistic portrayal in the province's school history program, the study attempts to understand the impact of transmitting a Franco-centric collective historical identity that differentiates and…
History Teaching and Narrative Tools: Towards Integrating English-Speaking Youth into Quebec’s Social Fabric
Based on an analysis of five English-speaking students’ written narratives on Quebec’s history, this article proposes a pedagogical tool for better integrating and vitalizing these students’ language community in Quebec. Despite tendencies of reliance and opposition emerging from their historical consciousness, these students do not employ clearly articulated and coherent English-speaking storylines for positioning themselves as a minority group.…
Mobilizing Historical Consciousness for Concerted Social Action: English-speaking Quebec's Community Leaders and Their Quest for Group Vitality
This article links Quebec English-speaking community leaders' historical consciousness to their attempts at rallying group members to effectuate change in their unique minority setting. Englishspeaking Quebec is a new, sociological minority, having originated from the province's Francophone majority's recent bid to reaffirm its dominant status and corollary language laws of the 1970s. With English-speaking Quebec's vitality today weakening, its l…
La pluralité des expériences historiques dans le passé du Québec et du Canada: Points de vue des historiennes et historiens universitaires1
Alors que les repères usuels de l’historiographie « nationale » se trouvent mis à mal par les travaux postcoloniaux, antiracistes et autres histoires alternatives, cet article propose d’éclairer l’état de la situation au Québec en posant la question suivante : comment la communauté historienne québécoise considère-t-elle l’écriture d’une histoire du Québec et du Canada plurielle et plurivoque ? L’article présente les résultats d’une enquête quali…
Teachers and the Epistemology of History: .
This edited book explores conceptual as well as empirical approaches to epistemic beliefs that teachers of history might hold. In many parts of the world, history teachers are tasked with both upholding historical national myths and at the same time giving students the tools needed to deconstruct history and think critically. This ambiguity embedded in the combination of reconstruction and deconstruction is a difficult landscape for teachers to n…
Historical Consciousness and Practical Life: A Theory and Methodology
The relationship between past and history in teachers’ theoretical understandings and professional practice
Perceived inconsistencies in history teachers’ epistemological beliefs have been a recurring theme in research on epistemic cognition. In this article, we explore how teachers discuss history’s epistemology when presented with different scenarios where epistemology might be an issue. A study design aimed at capturing teachers thinking in different contexts was adopted, and through semi-structured interviews with history teachers in Quebec and Swe…
Educator Training and Historical Pedagogy (10 works) · Psychology (8 works) · Sociology (8 works) · Consciousness (7 works) · Canadian Identity and History (5 works) · History (5 works) · Philosophy (5 works) · Epistemology (4 works) · Gender Studies (4 works) · Pedagogy (4 works)