Universal Journal of Educational Research Vol. 6(7), pp. 1563 - 1568
DOI: 10.13189/ujer.2018.060716
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History as Propaganda: Swaying the Minds of Quebec Adolescents

Jon G. Bradley ^*, Sam Allison
Faculty of Education, McGill University, Canada

ABSTRACT

Unlike scientific and other academic domains which have recognized international standards, the humanities are generally not governed by such acceptable overarching tenets. This lack of outside independent oversight is specifically evident within the broad arena of the social sciences and, even more particularly, with the domain of History. The conundrums of "which history" and "whose stories" become markers embedded in the societal landscape continuing to impact secondary school curriculum developers. Using the recently deposited Province of Quebec high school history program as an exemplar, the authors illustrate how a closed non-transparent anti-democratic process lead to narrow foci, public conflict, suspect subject content, and pedagogical propaganda.

KEYWORDS
Curriculum Development, Secondary History, Pedagogical Propaganda, Historical Authenticity

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Jon G. Bradley , Sam Allison , "History as Propaganda: Swaying the Minds of Quebec Adolescents," Universal Journal of Educational Research, Vol. 6, No. 7, pp. 1563 - 1568, 2018. DOI: 10.13189/ujer.2018.060716.

(b). APA Format:
Jon G. Bradley , Sam Allison (2018). History as Propaganda: Swaying the Minds of Quebec Adolescents. Universal Journal of Educational Research, 6(7), 1563 - 1568. DOI: 10.13189/ujer.2018.060716.