"Whose Canada?" The Assumptions of Canadian Studies
Mots-clés :
Canadian studies, curriculum development, educational change, curriculum implementation, curriculum innovation, citizenship education, social studies education, curriculum theoryRésumé
Comme c'est le cas pour toute innovation pédagogique, l'adoption générale des études canadiennes dépendra largement de l'élaboration d'une stratégie concertée de changement. Présumer que de « bons programmes » contenant de bonnes doses de canadianisme seront automatiquement adoptés et diffusés serait oublier le fait que les systèmes pédagogiques contiennent de nombreux mécanismes permettant de dévier ou de bloquer systématiquement toute tentative de réforme. Une stratégie d'innovation pédagogique devrait tenir compte de cinq facteurs: les enseignants, les étudiants, la sélection du contenu, le processus et le contexte. Jusqu'ici les études canadiennes ont la plupart du temps été abordées dans une perspective consistant à modifier les bases de la sélection du contenu, à minimiser ou à éviter toute tentative systématique de modification de la conduite des enseignants, des processus d'interaction ou toute considération du niveau de développement des élèves ou des contraintes imposées par le contexte scolaire. Même lorsqu'ils sont reconnus, ces facteurs sont le plus souvent considérés comme des hypothèses visant à promouvoir ce qu'on a appelé une « conscience nationale ». Le présent mémoire tente de dégager certaines de ces hypothèses et de les soumettre à une analyse critique politique et sociale. Ce faisant, nous espérons souligner la nécessité d'envisager le développement et l'application des programmes d'études canadiennes dans le contexte des réalités politiques et pédagogiques d'aujourd'hui.
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