Culture and English Schools in Playeducation.gouv.qc.ca/fileadmin/site_web/documents/... · 2018....

CULTURE ANDENGLISH SCHOOLS

IN PLAY


IN PLAY

Report to the Minister of Education

December 1999

ADVISORY BOARD ONENGLISH EDUCATION


IN PLAY

Report to the Minister of Education

December 1999

iii

ADVISORY BOARD ON ENGLISH EDUCATION

1998-99

Chair Gretta Chambers

Members Lynn Butler-KisberCurtis GeorgeDavid Johnson

Dominic MartiniDennis McCullough

Marti McFadzeanAntoinette Modric

Kevin O’HaraMichael Palumbo

Frank PettinicchioDonald Reid

Thomas A. ReisnerBrian Rock

Patrick RyanAline Visser

Joan K. Wasserman

Ex Officio Elaine Freeland

Secretary Jim Cullen

Secretarial Support Services Mireille Laroche

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Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapters

1. Culture in the Curriculum: The Example of Social Studies . . . . . . . . . . . . . . . . . . 3

2. Negotiating Contested Space: The Impact of Culture on the Curriculum . . . . . . . 7

3. The Challenges for English-Speaking Educators . . . . . . . . . . . . . . . . . . . . . . . . . . 13• The Challenge of Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13• The Challenge for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13• The Challenge for Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

4. English Schools and Community Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17• Research and Reference Material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19• Museums and Cultural Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

5. The History of the English-Speaking Community: A Work in Progress . . . . . . . . . 27

6. English Schools … with Culture in Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

7. Recommendations of the Advisory Board on English Education,1999 Report: Culture and English Schools in Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Acknowledgements: The Advisory Board on English Education expresses sincere thanks toDiane and Raymond Baillie and to the Atwater Library for the pho-tographs reproduced in this report with their permission.

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Appendices

A. Culture and Education: A Committed Partnership – Agreement . . . . . . . . . . . . . . 39

B. Composition of the Committee on Education and Culture . . . . . . . . . . . . . . . . . . 42

C. Recommendations of the Task Force on the Teaching of History May 10, 1996 . . 43

D. UNESCO School Library Manifesto . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

E. Excerpt from “La culture dans tous ses états: Collection documentaire sur la culture québécoise” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

F. Individuals Consulted by the Advisory Board on English Education . . . . . . . . . . . 53

G. Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

H. Interesting Web Sites to Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

1

In its 1992 report to the Minister ofEducation, the Task Force on EnglishEducation based its recommendations on aseries of principles, including the followingone:

The English-speaking community mustcontrol its education system within abroad policy framework in order that itmay transmit its language, values andculture and meet the learning needs ofyoung English-speaking Quebecers.1

In this 1999 report to the Minister ofEducation, the Advisory Board on EnglishEducation examines Québec Schools onCourse, the educational policy statementpublished by the Ministère de l’Éducationdu Québec (MEQ) which calls for improve-ment of the cultural content of the curricu-lum.2 Chapter 1 presents the issues raised bythis endeavour as it relates to English edu-cation in Québec by looking at the socialstudies curriculum, and more specifically,the teaching of history. Chapter 2 reminds usall that collaboration is the key to changingthe way in which history is taught inQuébec’s English schools. The AdvisoryBoard recommends that the new social stud-ies and citizenship program reflect a com-mon reality as well as the particular histori-cal experience of English Québec. Chapter3 explores the challenges that must be metto ensure that the cultural background ofthe English-speaking students is taken intoaccount. Alternative methods must be devel-oped for the evaluation of student learning.Teacher professional development and

teacher involvement in the development ofdifferent pedagogical approaches to the inte-gration of culture in teaching are stronglysupported by the Advisory Board. Universitycollaboration is needed in several areasincluding the development of distance edu-cation services.

In order to transmit its language andculture, the English-speaking communitymust have adequate resources. Chapter 4bases its recommendations and suggestionsconcerning resources on the needs of thecommunity and on the recently developedUNESCO policy on school libraries. TheBoard met with representatives of govern-ment agencies such as INRS-Culture etSociété as well as museum and libraryspokespersons. It became clear to theAdvisory Board that culture involves manypartners beyond the MEQ. There are rec-ommendations in this report for theMinistère de la Culture et des Communi-cations (MCC) as well as the Ministère desRelations avec les citoyens et de l’Immi-gration.

Chapter 6 considers English schoolswith culture in mind. Together, the curricu-lum reform and the new power base of theEnglish school boards constitute a window ofopportunity for English-speaking commu-nities. This report aims to enlarge andenhance consensus within the communityon the measures and actions needed so thatit may transmit its language, values and cul-ture and meet the learning needs of youngEnglish-speaking Quebecers.

Introduction

1. Task Force on English Education, Report to the Minister of Education (Québec: MEQ, 1992), p. 22. MEQ, Québec Schools on Course, code 55-1848A (Québec, 1997).

2

Lecturers at the Mechanics’ Institute 1855-1900Source: Derived from a typed master list c. 1950s Atwater Library of the

Mechanics’ Institute of Montreal Archives

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The social studies program looks atthe cultural communities only from thestandpoint of demography and provides avery cursory discussion of the arrival ofimmigrants in Québec in the 20th century.Although cultural communities are a fairlyrecent phenomenon in Québec, they havehelped build modern-day Québec and, forthis reason, their contributions to our sharedhistory should be acknowledged. It wouldalso be appropriate to provide students, asearly as possible, with historical backgroundon the main cultural communities in Québectoday.

It goes without saying that appropriateemphasis must also be placed on thepresence and role of the anglophonecommunity, whose long-standing partic-ipation in and important contribution toQuebec history is well known.3

In the wake of the establishment oflinguistic school boards, the Minister ofEducation at the time, Pauline Marois,decreed that the elementary and secondarycurricula would be reviewed in order tostrengthen their basic pedagogy and makethem more adaptable to governance at thelocal level, as schools would become thenewly constituted “school project” powerbase. The ensuing policy statement set downthe six essential conditions of this far-reach-ing reform:

• focus on essential learning;• improve the cultural content of the

programs of study;• introduce more rigorous standards

in school;• give individual attention to students;• prepare students for lifelong learn-

ing;• place schools at the service of stu-

dents.4

Changes along these lines are nowwell on the way to being implemented acrossthe school system. Most will affect theEnglish and French school boards in by andlarge equal measure. In two areas of greatercultural sensitivity, namely, religion and his-tory, task forces were set up to take a closerlook at the issues.

The report of the task force chairedby Jean-Pierre Proulx, entitled Religion inSecular Schools, gave rise to enough con-troversy to have become the subject of pop-ular consultation and hearings before aNational Assembly commission. We will,therefore, not touch upon religion in thisstudy of the relationship between culturalperspectives and curriculum content butwill rather focus on social studies as anexample of how culture is included in thecurriculum. Under the new curriculum, his-tory is now a compulsory subject from ele-mentary grade 3 to Secondary 5. The report

1 Culture in the Curriculum: The Example of Social Studies

3. Task Force on the Teaching of History, Learning from the Past (Québec: MEQ, 1997) p. 42.4. MEQ, Schools on Course, pp. 13-15.

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of the task force chaired by historian JacquesLacoursière, Learning from the Past, wasreceived with enthusiasm by those who havelong deplored the little place given theteaching and learning of history in Québec’sschools and the narrow scope of the mater-ial that was taught. Then Minister ofEducation Pauline Marois was quick toapprove the upgrading of social studies withemphasis on a secure place for history inthe core curriculum. With this decision,Québec moved into the vanguard of allCanadian school systems for the place,importance and scope given the teaching ofnational and world history in its publicschools. The teaching of history has notfared as well in other jurisdictions acrossCanada.5

The social studies reform was par-ticularly welcome throughout the Englishschools, now organized along linguistic lines.The consolidation of English-language edu-cation has brought into play not only thesharing of language-related resources, butalso a certain cultural bias in relation to theinterpretation of history. Before thesechanges were approved, a frequent com-plaint of anglophone administrators, teach-ers and parents was the lack of internation-al perspective given Quebec-educated highschool students. Francophone parentsundoubtedly felt the same way. But for non-francophone Quebecers, of whichanglophones form the majority, the narrowview of national and world history presented

in the compulsory history course [i.e.Secondary IV History of Québec andCanada] was a disincentive to establishingthe subject as either relevant or interest-ing.

In Quebec, the history of “Quebecand Canada” was taught pretty much as thestory of French Canada with little referenceor importance given to those builders andshapers of modern-day Québec who werenot bona fide, and particularly, “old stock”francophone Quebecers. Such a narrowinterpretation disenfranchised not only “oldstock” anglophones but so many other“newer” Quebecers who had for generationsbeen integrating into Québec’s English-speaking community. Voices have been lost,left out, turned off. The effect of this dis-tancing was to discourage teachers. A recentreport of the History Task Force confirmsthat teachers need support.6 Teachers triedto match their coursework to the MEQguidelines but the range of interpretationsand the ‘narrow’ range of multiple-choicequestions were frequently in conflict withthe textbooks and the teaching program inEnglish schools. Furthermore students viewthe subject matter as not much more than aboring chore to be assumed if they want ahigh school leaving certificate.

These cultural pedagogical stress-points may not entirely account for the con-sistently lower grades received by students inEnglish schools over the years on the com-

5. Ken Osborne speaks of “…a trend that can be seen in all parts of Canada: …Most attention is given to lan-guage and mathematics, or to ‘literacy’ and ‘numeracy’ …Science and technology, including computer stud-ies, come a close second, with history, social studies, literature and the arts following a considerable distancebehind.” Education: A Guide to Canadian School Debate, or, Who Wants What and Why (Toronto:Penquin, 1999), p. 51.

6. History Task Force, Overview of the Teaching of Elementary Social Studies and Secondary History with-in the Anglophone Community of the Province of Québec, code 72-0087A (Québec : MEQ, 1998).

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pulsory secondary school history exams.They cannot, however, have been extraneousto almost systematically inferior results.7

The Lacoursière report, Learningfrom the Past,8 the Inchauspé report,Reaffirming the Mission of Our Schools,9

and the MEQ educational policy statement,Quebec Schools on Course, radically changedthe approach to social studies from elemen-tary school to secondary V. In fact, the poli-cy statement redefined curriculum contentin social studies and history and citizenshipeducation.

7. History of Québec and Canada, failure rates on the June uniform examinations:English French

1995 27 % 20 %1996 28 % 20 %1997 28 % 24 %

Source: MEQ, Direction de la sanction des études8. See Appendix C for the list of recommendations.9. Task Force on Curriculum Reform, Reaffirming the Mission of Our Schools, code 49-1401A (Québec: MEQ,

1997).

Mechanics’ Institute of Montreal Logo, with symbols of 4 major tradesSource: “Mechanics’ Institute of Montreal” 1921, (by William Hamilton), title page.

Atwater Library of the Mechanics’ Institute of Monteal Archives

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Paul Inchauspé,10 who chaired theTask Force on Curriculum Reform, has beeneven more explicit about the drastic changesneeded to accommodate the curriculum toculture. For Mr. Inchauspé, correcting theabsence of cultural perspective in the cur-rent curriculum will take more than addingsome “cultural” topics:

The connection between curriculum andculture must be thought through, “cul-ture” being used here in the anthropo-logical sense. In what ways can the cul-ture of a society facilitate or hinder theinclusion of certain elements in the curriculum? And conversely, can the cur-riculum change a society’s culture bydefining what is to be taught in school? .11

In the same article, Mr. Inchauspéidentifies four cultural factors that hampercurriculum reform in Québec:

• Québec culture and tradition placegreater emphasis on and attachgreater importance to the arts than toscience. He notes that McGill Uni-versity offered engineering coursesbefore Université Laval in the 19thcentury.

• Québec culture and tradition viewschools’ role of teaching catechism

as more important than that of pro-viding instruction.

• The sovereignty issue makes it diffi-cult to determine the proper placeof history in the curriculum. Herecalls the critical reaction that theLacoursière report received in somequarters.

• Québec culture and tradition do notfavour state intervention in the set-ting of the curriculum to be taughtduring the compulsory years ofschooling. He recalls vociferousdebates between those who favourstate intervention and those who callfor parents’ rights and communityrights.12

In a presentation to the AdvisoryBoard on English Education in November1998, Mr. Inchauspé outlined some of thecriteria underlying the recommendationscontained in the report of the Task Force onCurriculum Reform. He said the authors ofthe report agree with the Commission forthe Estates General on the following point:

Rather, the idea is to put students intouch with our rich heritage in the vari-ous cultural spheres and with the mostsignificant human achievements … We

2 Negotiating Contested Space: The Impact of Culture on Curriculum

10. Mr. Inchauspé sat on the Task Force on Elementary and Secondary School Learning Profiles, which pro-duced the Corbo report, Preparing Our Youth for the 21st Century and on the Commission for theEstates General in 1996. He was also a member of the Conseil supérieur de l’éducation for seven years.

11. Paul Inchauspé, “Comment corriger les lacunes des curriculums en matière de culture”, in École et culturedes liens à tisser (Québec: INRS, 1997), p. 104.

12 Ibid., pp. 110-117.

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feel that the present curricula are notsufficiently rich and balanced, and that iswhy we are proposing to restructurethem in order to increase their culturalcontent.13

The report of the Inchauspé TaskForce on Curriculum proposed changes toimprove the cultural content and correctdeficiencies in the curriculum.

Interpretations of Quebec history mayvary, depending on the students’ per-spective and their own cultural identity.(The social studies curriculum mustintroduce) young people from both com-munities, French- and English-speak-ing, to the different ways in which cer-tain historical facts common to the twocommunities are interpreted by theirrespective communities.14

Photo and caption by Ray BaillieJoe Beef Tavern, rue de la Commune at des Callieres. Irish immigrant CharlesMcKiernan arrived in Montreal in the 1860’s. He had been a quartermaster in theBritish army. While serving in the Crimea, he had been asked to search for food; he hadcome back with a carcass of beef on his shoulder. From then on he was known as “JoeBeef”. Six years after his arrival he opened a cantine (1870). On the ground floorwas the kitchen, dining area, and bar. Joe always had two big pots going, one with 200lbs. of beef, the other with 60 gallons of soup. Every day more than 300 people came fora meal costing fifteen cents. 120 people could sleep upstairs. He never turned anyoneaway. “As long as I live,” he said, “never will an unfortunate man in Montreal die ofhunger.” He also grubstaked desperate strikers. He was revered by the poor. When hedied in 1889, his body lay on the counter in his tavern for two days, allowing hisadmirers to pay their respects.Who is the greater? The one who bequeaths part of his fortune after dying, or the onewho risks his livelihood to help people while he lives? The spirit of Joe Beef is still withus in Montreal with such people as Father Emmett Johns and the Old BreweryMission.

13. Commission for the Estates General on Education, Renewing Our Education System: Ten PriorityActions, Final Report (Québec: MEQ, 1996), p. 18.

14. Task Force on Curriculum Reform, Reaffirming the Mission of Our Schools, p. 130.

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In discussions with Advisory Boardmembers, Mr. Inchauspé indicated that cul-tural richness and diversity are valuable andshould be respected in the design and eval-uation of the programs of study. Emphasiz-ing a variety of voices and contexts and cul-tural roots should have an impact oneducational evaluation. Mr. Inchauspé alsoindicated that there might be a need forevaluation instruments that allow students todemonstrate their learning from differentcultural perspectives. On this issue, the TaskForce on Curriculum Reform recommend-ed that examinations developed by schoolsand by the MEQ to evaluate student learn-ing should consist of open-ended questionsrather than “objective,” multiple-choicequestions.15

The Task Force chaired by Mr.Inchauspé laid the groundwork for over-coming at least some of the “traditional”resistance to change and for providingQuebec school children with a more inclu-sive cultural picture of their past and pre-sent. The principles of contribution andinteraction history have been discussed inacademic circles. Some historians propose toinclude a community in the historical nar-rative based on the group’s contributionwhereas other historians define inclusionby the group’s interaction with the rest of thesociety. The challenge now is to translatethese principles into a story or stories thatreflect a common reality as well as the par-ticular and specific historical experience ofEnglish-speaking communities.

The Advisory Board on EnglishEducation recommendsTHAT THE MEQ assure thorough col-laboration in the development of socialstudies and citizenship programs so thatthey may reflect a common reality aswell as the particular and specific his-torical experience of English Québec.(Recommendation 7)

In “Contested Space: The Politics ofCanadian Memory,”16 Veronica Strong-Boagof the University of British Columbia sug-gests that in Canada, the past has always been“contested space.” So too, Mark Starowicz,the executive producer of the CBC-RadioCanada massive Canadian History Project,Canada: A People’s History, quoted the long-time head of Duke University’s Institute ofCanadian Studies, Clark Cahow, who sawCanada as a vibrant example of evolvingdynamics between local, regional and feder-al power, between Aboriginal and Europeanperspectives. It is a country, he said, that isstill evolving its judicial, executive and leg-islative framework. It is a living, changingpolitical model. Starowicz sees this assess-ment as one of the prime reasons whyCanadians “were paralyzed about teachingor portraying Canadian history. Not becauseit’s boring. Because it’s alive! And becauseit’s alive, we’d better not go into those darkwoods. Everything is still in play.”17

In his opening remarks to delegates ata three-day conference on the teaching andlearning of our national history organized by

15. Ibid., p. 89.16. Veronica Strong-Boag, “Contested Space: The Politics of Canadian Memory” (Paper delivered at the

Conference on Innovation in Teaching and Learning History, Montréal, January 29-31, 1999).17. Mark Starowicz, “A Nation Without Memory,” The Globe and Mail, February 6, 1999.

really teach what you don’t know verywell? Yet more Canadians than ever arereading history, watching it on televi-sion, hunting for their roots, and travel-ling to historic sites. More than everwomen, First Nations, Blacks and othercommunities in our society are demand-ing space for their history in the com-mon narrative. But who decides whathistory is taught and how? And how candifferent histories find room in crowdedcurricula? What is the right balance forfacts, entertainment, and the goal of‘thinking historically’?18

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the McGill Institute for the Study of Canada,Dr. Desmond Morton, director of the insti-tute and himself an eminent historian,deplored the truth of this national diffidence.

Three successive reports of the DominionInstitute underline the historical igno-rance of Canadians aged 18 to 24; and infour Canadian provinces, history hasvanished from the curriculum. InQuebec, the teaching of history isexpanding dramatically but, as in otherprovinces, new teachers will not berequired to study the subject: can you

Photo and caption by Ray BaillieSt. James Anglican Church and the Charleston Academy, Hatley.In the beautiful little town of Hatley sits what is probably the oldest wooden church inQuebec, St. James Anglican (1828). The building in the background of the photo wasthe Charleston Academy from 1829 to 1884. Students studied college level mathematics,astronomy, philosophy, chemistry, English, French, German, Greek, Latin, painting andmusic. Later, this building became a public school. Now it serves as the parish hall andthe town’s library. The library’s collection was built on the donation of Mrs. RichardEmery in 1923. The library has 7,000 books, 1,500 of which are in French. Hatley is stilla predominantly anglophone community, but since it merged with a nearby village thelibrary now serves a fifty per cent francophone population.

18. Desmond Morton, Opening remarks delivered at the Conference on Innovation in Teaching and LearningHistory, Montréal, January 29-31, 1999.

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All these difficulties associated withthe writing of Canadian history apply just aswell, if not more so, to the Quebec context.

The Advisory Board on EnglishEducation recommendsTHAT THE MCC AND THE MEQ,under their agreement, entitled Cultureand Education: A Committed Partner-ship, explore ways of preserving andpromoting the cultural heritage ofEnglish-speaking Quebecers.19

(Recommendation 1)

If inclusion history there is to be,who decides on what basis examples of cul-tural diversity, historical fact, contributionand/or interaction are to be inserted andintegrated into the history of Quebec andCanada? What interpretations are to betaught in our schools in order to give youngpeople a view of their society’s past thatreflects a shared reality? That the reorien-tation of the teaching of history will haveto be a communal effort, even a negotiatedone, would seem imperative if any kind of ajust balance is to be achieved. There are anumber of players involved, not the least ofwhom are the students themselves. Hands-on activities, small group work centring on

serious thought and discussion about ideas,and practices grounded in approaches thatconnected students’ lives and their curricu-lum were widely cited as engaging by theauthors of a recent report on studentengagement.20

If all those who have felt excludedin the past were to be part of a new look atthe evolution of Quebec, history would bedaunting indeed.

The new curriculum takes this mul-tiplicity of cultural perspectives into accountto a certain degree by leaving approximate-ly 25 % of the teaching time allotted for his-tory and social studies to the discretion ofteachers.21 The objective here is to encour-age school communities to tailor the teach-ing and learning of history to their respectiveclienteles by integrating the historical char-acters and events that would be most rele-vant to students into the course of study.

It is hoped that out of such a diversi-ty of approaches, a greater feeling of belong-ing to the whole may emerge. It is a chal-lenge, however, that puts a great deal ofonus on the individual teacher and raisesthe question of evaluation.

19. “Culture and Education: A Committed Partnership,” agreement signed April 9, 1997, by the Minister ofEducation, Pauline Marois, and the Minister of Culture and Communications, Louise Beaudoin. (SeeAppendix A.)

20. William J. Smith et al., Student Engagement in Learning and School Life: National Project Report.Executive Summary (Montréal: Office of Research on Educational Policy, McGill University, 1998).

21. In a recent brief, the Conseil supérieur de l’éducation recommends that the Minister of Educationinclude in the basic school regulation a principle according to which the curriculum should be rooted inQuébec’s culture and should acknowledge Québec’s cultural diversity beyond providing for two lan-guages of instruction. Les enjeux des programmes d’études et des régimes pédagogiques, code 50-0424(Québec, 1999), p. 28.

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The Advisory Board on EnglishEducation recommends THAT THE MINISTÈRE DES RELA-TIONS AVEC LES CITOYENS ET DEL’IMMIGRATION AND THE MEQ, inimplementing the Plan of Action estab-lished to attain the goal of zero exclu-sion set in the Policy Statement onEducational Integration and Inter-cultural Education, A School for theFuture:• work with the English school boards

and with English community orga-nizations;

• promote direct collaboration withstudents and families to ensure stu-dent involvement in cultural aspectsof school life;

• ensure that initial teacher prepara-tion foster the acquisition of compe-tencies related to the cultural aspectsof the communities served by theEnglish schools of Québec.(Recommendation 14)

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The Challenge of Evaluation

In this study of the cultural dimen-sions of the curriculum, and particularlywith regard to history, the Advisory Board onEnglish Education has been advised repeat-edly that teaching cannot be divorced fromthe evaluation of what has been learned.The fact that there should be some com-mon yardstick to assess the students’ level ofsuccess in meeting the objectives of the pro-grams is not disputed. What is in question is“standard setting” versus “student learning.”The MEQ’s province-wide exams illustratethis problem, especially in history, wherestudents must largely respond to multiple-choice questions. Some object to the pro-posals for more latitude by pointing to therisk that ideology will colour the resultsobtained from a variety of teacher approach-es to long-answer type questions. Othersclaim that multiple-choice exams do notevaluate the critical thinking objectives ofhistory and social studies programs.Objection to the proposal of reverting toessay-type questions to assess student learn-ing hinge on the expense involved in bring-ing teachers together in teams to set markingguidelines. Whatever the logistical chal-lenges involved in getting provincial examsto reflect the more flexible approach to thesocial sciences called for in the new cur-riculum, the need to match evaluation meth-ods to what is intended to be taught shouldbe kept in mind. Other alternative, less dis-

crete, evaluation methods should be devel-oped at the school or school board level toassess and report on student learning. Oureducation system has been very inventivein the past in devising a whole series of alter-native evaluation techniques. Now is thetime to pool resources and to come up withimaginative ways of linking what is beingtaught with what is being evaluated. In its1997 report to the Minister of Education,the Advisory Board reviewed existing regu-latory guidelines for evaluation of learning.22

The Advisory Board on EnglishEducation recommendsTHAT THE MEQ ensure that the devel-opment of the new programs of study,especially social studies, be accompa-nied by appropriate alternative meth-ods of evaluation.(Recommendation 8)

The Challenge for Teachers

Curriculum reform is only the begin-ning, the blueprint of the “new school” thatQuébec, as a society, is in the process ofbuilding. Putting the principles of a moreopen, flexible and student-oriented approachinto practice in the classroom will fall toteachers. In the previous more rigid basicschool regulations and programs of study,the teaching guidelines were so minutelyand exhaustively laid out that finding the

3 The Challenges for English-SpeakingEducators

22. Advisory Board on English Education, Evaluation of Learning in the English Schools of Québec. Report tothe Minister of Education (Québec: MEQ, 1997).

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time or the place to expand, interpret, inno-vate or initiate took determination and imag-ination. Good teachers, of course, alwaysmanaged to break out of the pedagogicalstraitjacket in order to bring the subjectmatter alive for their students. They are fac-ing a different kind of challenge today. Theyare going to be the architects, not simplythe demonstrators, of what is to be taughtand learned in the classroom. Most of thecontent they must teach remains the same;the rules of mathematics and French gram-mar have not changed, but the subject areasare not as compartmentalized as they oncewere, and the outcomes of learning havebecome more important than the transmis-sion of knowledge. Teachers must now knowmore in a greater number of areas and havea superior grasp of their own academic dis-ciplines. For this reason, the governmenthas allocated a budget of $10 million dollarsa year over the next five years for profes-sional development for teachers in theschools. This budget has been decentral-ized and is managed by the school boards.

The Advisory Board discussed someof the challenges facing students and teach-ers in the revised curriculum with ProfessorFran Halliday of Bishop’s University. Shepraised the framework being used in thenew programs for two reasons:

• the collaborative process used forcurriculum implementation and cur-riculum appropriation (design team,teachers as colleagues, cross-disci-plinary approach, student intellectu-al and methodological collaboration);

• the cross-disciplinary, competency-based approach of the proposed cur-riculum.

She indicated that the assumptionsembedded in these approaches constitutea shift away from “the teacher as knowledgetransmitter” to “the teacher as learner.”Teaching should be more than the trans-mission of knowledge. The narrative con-structivist approach23 to the curriculum callson teachers and students to construct thelearning/story together. The goal is to movefrom a teacher-directed to a student-cen-tred curriculum. She recommended thatbudgets be allocated to give teachers thetime and support they need to take owner-ship of this new curriculum. The AdvisoryBoard strongly urges teachers to reap fullbenefit from the orientations for profes-sional development announced by theMinister in June 1999.24 Teachers in Englishschools should have full access to profes-sional development on an ongoing basis dur-ing the implementation of the curriculumreform.

23. Ms. Halliday recommended several works on this topic: H. Christiansen et al., eds., Recreating Relationships:Collaboration and Educational Reform. (Albany, NY: State University of New York Press, 1997); D. Goswami and P. R. Stillman, eds., Reclaiming the Classroom: Teacher Research as an Agency forChange (Portsmouth, NH: Boynton/Cook Publishers, Heinemann, 1987); T. R. Guskey, and M. Huberman,eds., Professional Development in Education: New Paradigms and Practices (New York, NY: TeachersCollege Press, 1995); “Learning about learning” videocassette and leader’s guide (Alexandria, VI: Association for Supervision and Curriculum Development, 1992).

24. MEQ, Orientations for the Professional Development of Teachers: Taking an Active Approach to Change,code 69-2086A (Québec, 1999).

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The Advisory Board on EnglishEducation recommendsTHAT TEACHER ASSOCIATIONS• in particular, the Curriculum Council

of the Quebec Provincial Associationof Teachers (QPAT) develop an inven-tory of existing research on differentinquiry-based pedagogical approach-es to the integration of culture inteaching, especially in the area ofsocial studies.(Recommendation 19)

• develop relationships with local communities to provide models forstrengthening links between Englishcommunities and the schools.(Recommendation 15)

The Advisory Board on EnglishEducation recommendsTHAT THE MEQ AND THE SCHOOLBOARDS• fund projects to develop an inventory

of different pedagogical approaches tothe integration of culture in teaching.(Recommendation 2)

• hire teachers and other profession-als to prepare materials related tothe cultural heritage of the English-speaking community of Quebec.(Recommendation 9)

The Challenge for Universities

The universities, too, will have toassume responsibility for turning out teach-ers who have the versatility needed to teachin an interdisciplinary context and who arecompetent in their chosen teaching special-ity. The preparation of teachers has alwaysbeen a cornerstone of the school system.Faculties of education in Québec’s Englishuniversities have already recognized thebenefits of adapting their programs to the

requirements of Québec’s English schools.By turning out bilingual graduates, theyhave managed to “place” impressive num-bers of graduates in Quebec’s elementaryand secondary schools where immersion andenriched French have become core con-tent, alongside mathematics and Englishlanguage arts. Now, pre-service and in-ser-vice teachers should be made sensitive tocultural diversity, not only as it pertains tothe relationships among students in theirclassrooms and themselves, but also in rela-tion to what and how they are going to teachthese young people. As the curriculum, itscontent and teaching materials opens up toculture in the broadest sense, teachers aregoing to become voices that speak in andto diverse cultural perspectives.

A key role should be given to theHistory Task Force, whose plan of actionwill include measures aimed at promotingcommunity involvement in the followingareas:

• proposals for action in the immediatesituation, while the new curriculum isin development;

• the development of teaching materi-als and of regional and province-wideresources;

• research on best practices in forma-tive evaluation;

• networking with anglophone repre-sentatives on the curriculum devel-opment committees, including theMEQ project officer for the historyand citizenship education program;

• other conferences like the one heldin June 1999 for elementary schoolsocial studies teachers.

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• collaboration with the schools overthe implementation period to givefeedback on the new program.

Teachers are also going to have tolearn the language of reform and the cultureof this new approach to the curriculum. It isprimarily up to the teachers themselves toassume professional responsibility for thisnew beginning, for if they do not, there willbe no beginning. Time and resources willhave to be found for them to catch up, keepup and stay ahead. And fortunately, thereare many resources on which they can countfor help, inspiration, new ideas and infor-mation.

School boards and school governingboards must help teachers to adapt to andimplement a “transformative” curriculum.Teachers and administrators need time andstructured professional development startingimmediately. The cultural dimensions of thereform, the cultural interpersonal dimen-sions of the classroom and the wider impli-cations of including cultural perspectives inthe curriculum programs of study shouldbe taken into account in the planning ofprofessional development activities. TheAdvisory Board spent considerable time thisyear speaking with organizations and indi-viduals that can help in this cultural renais-sance. These resources should be put to fulluse.

The Advisory Board on EnglishEducation recommendsTHAT MCGILL, CONCORDIA ANDBISHOP’S UNIVERSITIES IN CON-JUNCTION WITH THE ENGLISHSCHOOL BOARDS AND THE HISTO-RY TASK FORCE:• prepare for schools and teachers an

inventory of the cultural resourcesthat are available in different Québeccommunities;(Recommendation 20)

• collaborate in providing professionaldevelopment activities for teachers,especially activities that link cultureand education;(Recommendation 16)

• identify for schools and teachersareas of culture in need of furtherresearch;(Recommendation 21)

• cooperate with teachers to preparematerials and activities related to cul-tural heritage;(Recommendation 22)

• collaborate with the MEQ and appro-priate private-sector firms to developdistance education services whichensure timely access to culturally sen-sitive aspects of the curriculum forall English-speaking students acrossQuébec.(Recommendation 17)

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The school library is one of the mostvaluable of a school’s resources. There isgeneral consensus that school libraries inQuebec leave a great deal to be desired,that scores of professional librarians havebeen the victims of tighter school boardbudgets and that libraries are too often con-sidered a desirable adjunct rather than anintegral part of any school’s teaching and

learning experience. The UNESCO SchoolLibrary Manifesto published in early 1999makes the unequivocal statement that: “Ithas been demonstrated that, when librariansand teachers work together, students achievehigher levels of literacy, reading, learning,problem-solving and information and com-munication technology skills.”25

4 English Schools and CommunityResources

The Pettes Memorial Library, Lakeside and KnowltonRd., Knowlton.Townshippers have long valued free-thinking andlearning. This library, endowed by Narcissa Farrand inmemory of her husband Nathaniel Pettes, was built in1893. It is the first free public library established inrural Quebec. Nathaniel Pettes, born in the townshipof Brome in the first quarter of the 19th century,played an important role in the Brome community.Besides being a general merchant in Brome, he servedas a school commissioner, a municipal councillor, pro-moted the S.E. railway, and was a Liberal M.P. forBrome (1874-78). In addition to its role as a library, thefacility was used for concerts and lectures. Today, thelibrary serves both language groups in Brome county,a good example of the harmony that exists betweenFrench and English in the Townships.

25. International Federation of Library Associations and Institutions (IFLAI, 1998), UNESCO, EducationalDivision (December 1998). (See Appendix D)

Photo and caption by Ray Baillie

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The Advisory Board on EnglishEducation recommendsTHAT THE ENGLISH SCHOOLS ANDENGLISH-SPEAKING COMMUNI-TIES IN QUÉBEC take advantage ofthe MCC policy announced in Le Tempsde Lire, un art de vivre to:• provide students with better access

to books and print media;• increase public use of libraries and

improve the quality of the servicesoffered (improve the holdings of pub-lic libraries; support professionaldevelopment for library staff);

• further encourage public libraries topool their resources.26

(Recommendation 3)

Today, school library staff need agrowing number of skills in order to keep upwith the huge advances in technology, andyet, hiring standards are being lowered.Fortunately, greater government support is now being offered for the purchase oflibrary books and other related materials.This is good news and long overdue. But ifthe mission of libraries is to support teachersand the school curriculum, school librari-ans will need the same kind of professionalupgrading as teachers. At present, no pro-fessional development is available for librarystaff. And yet, the quantity and quality oftechnologically generated resource materialsfor schools keep growing. As valuable websites multiply there is a greater and greaterneed for clearinghouses and for ways andmeans of keeping the information up to date. Educators can learn from the excellent work of Ann Fagan, who has devel-oped the Library and Education Page(http://pages.infinit.net/anke.) Librarians,

in close association with the teachers whoare responsible for the development andimplementation of the curriculum in theclassroom, could provide an invaluable sup-plement to reading activities and researchprojects that reflect and enrich the curricu-lum.

Members of the Advisory Board metwith school librarians who made the follow-ing points in their presentation:

• The mission of the school library is tosupport the school curriculum, focus-ing particularly on providing the lit-erature and knowledge resourcesneeded for learning.

• In 1989, the MEQ published a reportwhose recommendations on facilitiesand staffing were not fully imple-mented.27

• Other government ministries couldassist school libraries by providingfree copies of relevant titles fromtheir jurisdictions.

• Librarians should be part of the ped-agogical team in the school.

• Librarian professional developmentshould include: technology training;French and English literature work-shops; curriculum workshops; anMEQ Web page dedicated to schoollibrarians; and opportunities to net-work.

26. MCC, Le temps de lire, un art de vivre, policy statement (Québec, 1998), pp. 100-104. [Free translation.] 27. MEQ, Les bibliothèques scolaires québécoises, plus que jamais …, code 16-7412 (Québec, 1989).

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The Advisory Board on EnglishEducation recommendsTHAT SCHOOL BOARDS ANDMUNICIPALITIES• hire qualified library personnel;• support school and municipal library

networking to the benefit of English-speaking communities and schools;

• support the initial preparation andprofessional development of librarypersonnel as a foundation for accessto cultural resources for schools andcommunities.(Recommendation 23)

The Advisory Board on EnglishEducation recommendsTHAT SCHOOL LIBRARIES developWeb sites mainly devoted to educationand culture, fully supported by schoolsand school boards, and geared to stu-dent use.(Recommendation 24)

Research andReference Material

INRS-Culture et Société, whichbecame part of the Institut national de larecherche scientifique (INRS), inheritedthe mandate of the Institut québécois derecherche sur la culture. A brochure fromthe INRS describes its mandate and thescope of the work it conducts through theUniversité du Québec with a $2-millionannual budget.

• INRS-Culture et Société, through itsresearch program, analyzes past andpresent realities in Québec and theregions, and strives to understandtheir significance. A multidiscipli-

nary team targets four areas ofresearch: culture, regions, social tiesand Native Peoples.

• Since 1981, INRS-Culture et Sociétéhas been conducting research on thehistory of Québec’s regions in con-junction with each of the regions con-cerned. It has lead to agreementswith Synercom and Télé-Québec forthe co-production of a series of 18 one-hour documentaires calledLes Pays du Québec.

The INRS-Culture et Société is atwork on an ambitious compilation of his-torical texts and audiovisual material on theregions of Quebec.28 INRS is also producinga television series entitled “La Culture danstous ses états.” The series focuses on threetopics: the arts, literature and mass culture.One of the segments on mass culture will bedevoted to Québec anglophone culture. Alist of the projects and a more detaileddescription of the draft proposal for the one-hour segment on contemporary anglophoneculture in Quebec presented to INRS bythe coproducers Synercom Téléproductions(July 1997) are found in Appendix E.

English-speaking Quebecers cer-tainly contribute to the culture of Quebec inmusic, letters, the visual arts, heritage pro-tection, theatre and dance. There is no lackof material on which to base a 60-minuteoverview of anglophone culture in its manyforms. But it behooves the community tomake sure that it will recognize the picturewhen the segment is broadcast.

28. The first volume to be published in English is entitled: History of the Outaouais. Chad Gaffield was appoint-ed in 1987 as the head of an eight-person research team. (Québec, Les Presses de l’Université Laval, 1997).

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The members of the Advisory Boardviewed a beautifully made video on the his-tory of the Eastern Townships, part of themammoth INRS compilation of historicaltexts and videos on the regions of Quebec.Documented volumes on the Quebec Cityregion and the Outaouais give authentic valueto anglophone contributions and comments.In his presentation to the Advisory Board,Fernand Harvey, head of the project, indi-cated that INRS is still looking for financialsupport to translate some of the regional his-tory documents. Funding for translation isnot part of the package and money forEnglish versions must be found in partthrough the anglophone community itself.

The above mentioned video on theEastern Townships may leave English-speak-ing viewers with an unpleasant impression.The historical research is impeccable. Thevisuals are faithful to the landscape, archi-tecture and charm of the area. But the sce-nario was written by a francophone with astereotypical vision of the history of thisregion of Québec. All the anglophones por-trayed in the scenario are conspicuously richand the francophones are, if not downtrod-den, at least so underprivileged as to beunable to finish their schooling. And whenthe francophones finally come into theirown, for which no explanations are providedin the film, the anglophones become inse-cure farmers who are hanging on to theirland with something amounting to pitifuldetermination because it is all they have.

This was in no way a consciousapproach to the subject matter. There was noill will in the presentation. It simply did notdepict life in the Eastern Townships then ornow from the point of view of the region’serstwhile majority, now its less prosperousbut remarkably well-integrated minority.INRS-Culture et Société is a wonderfulresource that anglophones must learn to use.

Anglophones must contribute in their ownright to the telling of their story in their ownvoice. A shining example of this type of co-production is the volume of the History ofthe Outaouais. INRS has also recently pub-lished a book by Robert J. Grace, The Irish ofQuébec. An Introduction to the Historio-graphy Followed by an Annotated Biblio-graphy of the Irish in Québec, (1997) andanother by Ronald Rudin, The ForgottenQuébec. A History of English-speakingQuébec, 1759-1980 (1995). Works have alsobeen published by Pierre Anctil, GaryCaldwell and Marianna O’Gallagher in col-laboration with INRS.

Photo and caption by Ray BaillieMcLaren’s Grist Mill, Wakefield.Farmers depended on the grist mill from Quebec’searliest days in the 17th century. During the Frenchregime, the seigneur was obligated to build a mill forthe use of the habitant. Early English-speakers had todepend upon local entrepreneurs to provide themwith a facility to grind their grain. The first McLarenmill on this site was established in 1838 on a streamleading into the Gatineau River. Today, McLaren is amajor name in pulp and paper along the Ottawa River.

The Advisory Board on EnglishEducation recommendsTHAT GOVERNMENT AGENCIESsuch as INRS-Culture et Société andTélé-Québec include authentic perspec-tives on the English communities ofQuébec in the production of historicaland cultural regional histories and incultural productions.(Recommendation 4)

Museums and CulturalResources

The Advisory Board examined theRépertoire de ressources culture-éducation1999-2000.29 The Advisory Board congratu-lates the MEQ, the MCC and the Conseildes arts et des lettres du Québec (CALQ)for the excellent quality of this directorywhich has been sent to all schools in Québecand is available at www.mcc.gouv.qc.ca/rencontres.

Here is an extract from the intro-duction:

This directory was created in the samespirit as the agreement between theMCC and the MEQ to encourage pro-ductive partnerships among the manycultural organizations in Québec andthe education community. The directoryis a spin-off of the MCC’s new Culturein Education Partnership program(Rencontres culture-éducation) andis in essence a compilation of informationthat formerly appeared in separate pub-lications. It includes the list of artistsand writers chosen by a selection com-mittee to offer workshops in schools, a

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Mr. Harvey indicated three areas ofpotential collaboration with the English-speaking community:

• support for translation of certain vol-umes in the regional history series;

• adaptation and voice-over of thevideo and television series;

• use of the agreement between theMCC and the MEQ to enhance theplace of culture in the curriculum.

The Advisory Board on EnglishEducation recommendsTHAT THE MEQ support the schoolboards and schools by• collaborating with INRS-Culture et

Société to develop, translate, adaptand distribute its works;(Recommendation 10)

• collaborating with Télé-Québec toconsiderably increase the airtime forcultural productions related to theEnglish-speaking communities ofQuébec.(Recommendation 11)

The Advisory Board on EnglishEducation recommendsTHAT SCHOOL BOARDS• promote the inclusion of the cultural

aspect in the implementation of thenew curriculum;(Recommendation 18)

• invest in resources to adapt the cur-riculum reform to the cultural rootsof their communities.(Recommendation 25)

29. MCC, MEQ and CALQ, Répertoire de ressources culture-éducation 1999-2000. Une Rencontre VautMille Mots! (Québec, 1999).

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directory of plays and shows for youngaudiences entitled Spectacles pourjeune public, lists of cultural organi-zations in each region which offer activ-ities for children and youth, and infor-mation on a film education program forsecondary students entitled L’œil cinéma.

The directory aims to provide schoolswith the information they need to com-plement the education of students bycalling on artists, writers, presenters ofperforming arts, museums and all cul-tural organizations interested in con-tributing to the enrichment of the schoolcurriculum. It is also hoped that thedirectory will be helpful to cultural orga-nizations in collaborating with the edu-cation community. The directory is alsointended for the English-speaking com-munity.

The Advisory Board also met withseveral individuals and groups whose work isvery relevant to the cultural enrichment ofthe Québec elementary and secondary cur-riculum.

• Imprints will be a photographicdepiction of the impact of theEnglish-speaking peoples who set-tled in Quebec. Raymond Baillie andhis wife Diana are the originators ofthis project. The struggles of theseEnglish-speaking settlers and immi-grants and their Québec-borndescendants, and their contributionto the building of Québec are attest-ed to and imprinted in history by thehospitals, factories, homes, barns,mills, museums, universities, church-es, bridges and sport facilities theybuilt. Photographs from this volumeare included in this report.

• The McCord Museum presented theAdvisory Board with informationabout the McCord EducationalPrograms Service.30 The Museumuses the “object-based” approach inpresenting its collection. Ms. Victoria

Photo and caption by Ray BaillieThe High School of Montreal, 3449 University St.In the early 19th C., Roman Catholics had an advan-tage over Protestants in schooling as religious institu-tions took responsibility for education. Slowly, theEnglish Protestant community built an elementaryand secondary system which served their people.The story of the H.S.M. goes back to the 18th C. In1799, Alexander Skakel, a graduate of Aberdeen, set upa school on Little St. James St. His introduction of science to the curriculum excited the English businesscommunity, which began to support him. In 1816,the government set up the Royal Grammar School inMontreal, which Skakel was asked to lead. By 1843Skakel was running out of steam. A group of mer-chants and professional men then established a newschool called the High School of Montreal, whichbecame closely connected with McGill College.Moving from many sites in the city, it finally got its per-manent home here on University St. in 1912. From1972 to 1995 the number of students registered inEnglish schools in Montreal dropped by 60 %. TheH.S.M. was hit particularly hard by falling registrationsdue to a lower birthrate, movement to the suburbs, andthe political situation. It closed in 1979, ending one ofthe oldest English-speaking educational institutions inthe province. The building recently house two alter-native schools, FACE and MIND.

30. It should be noted that the Task Force on the Teaching of History recommended: “That the Ministère del’Éducation and the Ministère de la Culture et des Communications create a program called Schools inMuseums and Museums in Schools to provide students with opportunities for direct contact with historyand heritage.” Learning from the Past, p. 70. (See also Appendix C of this report.)

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Dickenson, executive director of themuseum, reported that the museumwelcomes 600 groups of studentseach year. Seventy-five percent ofthese 14 000 students are francoph-one. The MCC supports the McCordMuseum. A quarter of its $42-mil-lion budget comes from the MCC.Ms. Dickenson submitted a proposalto the Advisory Board. The LaurierProject sponsored by the McCordMuseum of Canadian History pro-poses to research, develop, and dis-tribute museum-based resources thatsupport and complement the teach-ing and study of Canadian history atthe secondary level.

• Joseph Morrin Historical Centre andthe Literary and Historical Societyof Quebec are at the heart of Englishculture in Québec City. Mr. JohnKeyes described the efforts of the

City of Quebec and the English com-munity in Quebec to develop the his-torical importance of the site, whichdates from the 18th century. Theremarkable Literary and HistoricalSociety of Quebec, housed in theJoseph Morrin Historical Centrebuilding, was incorporated in 1831. Itis the oldest cultural society inCanada. The archives at the Literaryand Historical Society contain impor-tant resources for knowledge of ourpast. A proposal is under considera-tion to make the Literary andHistorical Society an official archivessite for materials related to theEnglish-speaking community acrossthe whole province.

• The representatives of Fraser-Hickson Library and the AtwaterLibrary, formerly the Mechanics’Institute, made presentations to the

Photo and caption by Ray BaillieAtwater Library of the Mechanics’ Institute of Montreal, 1200 Atwater Avenue, cornerof Tupper Street, Westmount, c. 1993Source: Mechanics’ Institute of Montreal Archives

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Advisory Board. They indicated thatthey met with the MCC regional offi-cials to discuss the policy on readingand books, Le temps de lire, un art devivre. They indicated that negotia-tions were underway on various pro-jects related to the policy, which hasthree main goals:

• increase public use of librariesand improve the quality of theservices offered;

• further encourage public librariesto pool their resources;

• build a major provincial library.

Four independent English librarieshave joined together to form the MontrealAssociation of Independent Libraries(www.Independentlibraries.org). Thefour members are the Jewish Public Library,the Montreal Children’s Library, the AtwaterLibrary, and the Fraser-Hickson Institute.The Atwater Library graciously providedsome of the photographs which appear inthis report.

• In addition, the Advisory Board tooknote of other resources available inQuebec.

• The Educational and Culturalactivities program of theMontreal Museum of Fine Arts.Teacher resources are availablein the “Activities for All” sectionon the Museum’s Web site:www.mmfa.qc.ca.

• The Canadian Centre for Archi-tecture has a Schools Programwhich introduces young peopleto architecture, urban planning,history, and landscape architec-ture. “Integrating History andArchitecture” is a two-hour inter-active tour in which students areinvited to contrast the architec-ture of the 1870s and the 1980s(www.cca.qc.ca).

• The CRB Foundation sponsorsan annual eight-day professionaldevelopment activity for teach-ers of Canadian Studies. The

Plaque unveiled at inauguration of the newMechanics’ Institute of Montreal building locatedat 1200 Atwater Avenue, corner of Tupper Street, inWestmount, on January 30, 1920.Source: Mechanics’ Institute of Montreal 1921, (by

William Hamilton), page 26Atwater Library of the Mechanics” Instituteof Montreal Archives

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foundation also sponsors theHeritage Fairs Program, an edu-cational initiative that gives stu-dents in grades 4 to 9 the oppor-tunity to explore any aspect ofCanadian Heritage while creat-ing a dynamic learning environ-ment. The regional fairs are orga-nized by volunteer committeesinvolving educators, local busi-ness, museums, heritage groupsand community associations(www.heritageproject.ca).

• Many historical societies aroundQuébec continue to support thecollective memory of the English-speaking community. For exam-ple, the Colby-Curtis Museum,Carrollcroft, houses the StansteadHistorical Society, which wasfounded in 1929. The StansteadHistorical Society is the depositoryof 3700 glass negatives producedby photographer J. J. Parker31 ofDerby Line who worked in thearea from 1899 to 1940.

The Advisory Board on EnglishEducation recommendsTHAT THE MEQ support activities andprograms that enhance the culturalaspects of the curriculum, for example:• continue to promote student exchanges

between French and English schoolsespecially aimed at integrating cul-ture and curriculum;(Recommendation 12)

• support activities related to museumsand artistic resources in the commu-nity.(Recommendation 13)

The Advisory Board on EnglishEducation recommendsTHAT THE MCC provide funding sup-port for cultural resources in theEnglish-speaking community such aslibraries, museums, arts and literature,heritage sites, archives, and especially:• the Archives of the Quebec Literary

and Historical Society• the J. J. Parker photographic archives

of the Stanstead Historical Society• networking resources for English

community and school libraries• education programs developed in col-

laboration with museums.(Recommendation 26)

31. As reported by E. Getty in the Stanstead Historical Society Journal, 13, (1989): “The J.J. Parker collectionconsists of photographic plates which recorded life in the area around Stanstead, Quebec. These glass neg-atives were archived with the help of a one-year grant from the Ministère de la Culture under the guidanceof M. Gilles Durand of the Archives Nationales office in Sherbrooke, Québec.”

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For the English-speaking communi-ty, Québec’s official and historical linguisticminority, exclusion from any significant rolein the development of Québec society haslong been a sore point. It is, however, justthe tip of the iceberg of a systematic exclu-sion in the mindset of policy makers andpublic administrators. When it comes toquestions of language use and regulation,Quebec’s English fact is more often thannot portrayed as a linguistic threat of alarm-ing proportions. But in the normal course ofthe province’s administration, English insti-tutions are rarely recognized as having mis-sions different from those of their Frenchcounterparts. Even in the education system,where education in English is available frompre-school to university, rules, regulations,policies and priorities are set for Québec asa whole, that is for the majority, and it issimply taken for granted that the Englishcomponents of this network are as wellserved by these political and administrativedecisions as those for whom they have beendrawn up. The fact that this is often nottrue is lost in the shuffle of bureaucraticuniformity, a government approach theworld over. Anglophone Quebecers oftenfeel swept up into situations that not only goagainst the grain of what they view as themissions of their institutions, but also appearto write them off as having no intrinsic valuein their own right. The particular and some-times quite specific nature of what manyEnglish institutions contribute to Québecsociety as a whole is both ignored by gov-ernment and by the provincial administra-tions which oversee them (e.g. Cowansville,McGill, etc.). A more accurate historical

overview of the evolution of these institu-tions might help show their continued use-fulness in today’s context.

One of the problems of providingEnglish institutions with personalities andmissions of their own is that English Quebecis, by and large, viewed as a monolithicadjunct to Québec's traditionally French-speaking society. The vision of “the English”has remained remarkably static in the mythsand stereotypes of French Québec. English-speaking Quebecers have some responsibil-ity for the continuation of this kind ofunchanging “difference.” If the differenceremains, it has changed dramatically. Anglo-phones, because of their more and moreheterogeneous origins, have not takenadvantage of their numbers, which are stillconsiderable, to think through who theyhave become. They have tended to react tothe prevailing francophone view, which sooften casts them in an adversarial linguisticlight. Disputes over language use have beensuch a large part of the public relationshipbetween francophone and anglophoneQuebecers that they have quite overshad-owed the evolution of inter-community andintra-community relationships in which thelanguage barrier plays a much lesser role.

With the consolidation of their ele-mentary and secondary school structures,English-speaking Quebecers now have moreoverall influence than they have had sincethe 1960s over the education of their chil-dren. The next step is to assume responsi-bility for the development of a school net-work that reflects the character and

5 The History of the English-SpeakingCommunity: A Work in Progress

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priorities of their community while followinga common curriculum and remaining true totheir own internal cultural diversity.

Whether one is born in a country oradopts it as one’s own later in life, one doesnot come in “at the beginning of the film.”One joins a work in progress. The study ofhistory is a way of learning what has gonebefore, of getting as comprehensive a view aspossible of the story line as it has developedover time. History, as it has traditionallybeen taught to school children, is a storyshaped to the values, aspirations and mem-ory of a particular society. The closer tohome a historical perspective, the harder itis to keep the telling objective. History inthis country and province can be very divi-sive.

There are lessons to be learned fromthe 1999 celebrations of Québec’s two“national” holidays, June 24 and July 1st.Both were celebrated peacefully undersunny skies and in holiday spirit. Everyoneattending had a good time, no matter howlarge the crowd.Those whose job it is towatch and comment on how people handlethese once-a-year calls to split-personalitypatriotism were unanimous about the suc-cess of a new non-political approach to St. Jean Baptiste Day and Canada Day. Thiswas particularly true of St. Jean Baptistecelebrations, hitherto viewed as symbolizingan exclusive Québec nationalism. In 1999,everyone was invited and welcomed, andthe francophone Québec character of the“feast” day was evident in the language spo-ken by the greatest numbers of participantsand spectators, not by the tenor of the eventsthemselves.

What is being described as the evac-uation of politics from the festivities is, inreality, a shift in political emphasis on the

part of the St. Jean Baptiste Society (SSJB)in charge of the form and content of theyearly homage to Québec’s national identity.As the population of Québec becomes moreand more heterogeneous, the old ethnicnationalism makes more and more Quebecersuncomfortable. A new image of civic nation-alism is therefore in the making, or at leastbeing contemplated. But appropriate as thesnapshot of today may be, it is no truer tothe past than the old SSJB practice of selec-tive historical memory. St. John the Baptistused to be the patron saint of all FrenchCanadians. “La St-Jean” was the feast day,not of right-thinking Québec nationalists,but of the French Fact in North America.What has been evacuated from St. JeanBaptiste celebrations is not politics, but his-tory.

Viewed from Québec, Canada Dayis also the commemoration of a truncatedstory. A more historically and culturally cor-rect holiday wish was to be found on thewall of a big Montréal supermarket. Follow-ing the announcement — in French andEnglish — that the store would be closed onJuly 1st, the English sign said “HappyCanada Day”, the French, “Bonne Confé-dération.” In Québec lore, Canada’s historypredates 1867. From New France to theQuébec Act and the coming together ofUpper and Lower Canada, Canada was along time a-building and Québec was amajor, not to mention the oldest, player inthe emerging Canadian nation. WhenQuebecers hear national personalitiesdeclare from Parliament Hill that the found-ing symbol of Canada is Pier 21 in Halifax,the landing place of so many immigrants(Judge Rosalie Abella, Parliament Hill, July1st, 1999), they understand its national rel-evance but not its founding symbolism.

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Putting some of the complexitiesback into the teaching of Canadian history isnot the only route to giving Canadians andQuebecers a view of history to which theycan all relate. In Québec’s new school cur-ricula, the teaching and learning of historywill include a much wider perspective thanthe strictly national. At the elementary level,students will be given the opportunity tolearn about societies other than their ownthrough a comparative approach that shouldwiden their horizons. In Secondary Ithrough IV, history will be allotted 100 hoursof teaching time a year. Compulsory courseswill cover the period from prehistoric timesearly in secondary school to the problems ofthe contemporary world, in Secondary V.The study of non-western societies will alsobe included in school history programs.

With the trend towards less rigid con-trol of teaching materials and text books,schools and teachers should find it easierto adapt world history programs to theirown demographically diversified schoolcommunities. If Quebecers of other thanFrench or British origins have come in onthe making of the Canadian “film” as it wasin progress, to do so they have all steppedout of another ongoing production. Tellingthe story of their own origins is a way ofbringing to life, for their adopted compa-triots as well as themselves, a changed andchanging culture of belonging.

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Not all of Québec’s English schoolswill embrace the same culture of belong-ing. There are two main reasons why Englishschools are different from French schools.The first is that, English schools put enor-mous emphasis on turning out bilingualgraduates. This emphasis is aimed at morethan job market readiness. It is also con-nected to the survival and health of EnglishQuébec’s community institutions, whichmust strive to retain their anglophone char-acter and culture but whose integration intothe wider community depends on their per-ceived usefulness to society as a whole.

Isolated, they become vulnerable. The widecross-community support given Cowans-ville’s Brome-Missisquoi-Perkins Hospitalto prevent the closing of its trauma service,is a shining case in point. The hospital,founded, funded and operated by the localanglophone community, has proved itself tobe a regional jewel of efficient and effec-tive health care. It is being championed bylocal francophones, not because it is Englishso much as because the culture of its careand management serves the whole popula-tion well.

6 English Schools … with Culture in Mind

The Montreal General Hospital, Rene Levesque Blvd.While the Roman Catholic Church had always builtand run the health an social services for the French inQuebec, English health services were planned, fund-ed, built and staffed by individuals and groups in theEnglish community. Before 1823 there was no Englishhospital in Montreal, only a four room building onSt. Joseph and Gabriel called the House of Recoverywith a doctor in charge, and later (1818) a larger houseon Craig (St. Antoine) St. with four doctors. Thiswould eventually become the Montreal GeneralHospital (on old Dorchester St.). Its charter was estab-lished in 1823. The founding board of governorsincluded John Richardson and the Molsons. The orig-inal building (here in this photograph) was three storieshigh and could accomodate eighty patients. The hos-pital was home to the Montreal Medical Institution,Canada’s first medical school, later to become theMedical Faculty of McGill University. Later camethe Royal Victoria Hospital and the NeurologicalInstitute. This building is now Hopital CharlesBoromée.

Photo and caption by Ray Baillie

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The Advisory Board on EnglishEducation recommendsTHAT THE GOVERNING BOARDS OFENGLISH SCHOOLS AND ANGLO-PHONE COMMUNITY ORGANIZA-TIONS OF QUÉBEC gather together todiscuss ways of enhancing culture in thelearning of students, by exploring pro-jects such as:• establishing links with a library, a

museum, a community radio station,a television station, local and region-al newspapers, internet groups, cul-tural associations, religious institu-tions, volunteer groups, communityorganizations and business groups;

• using historical, demographic andcommunity studies to develop thesocial identity of students (Irish stud-ies, Loyalists, East Asians, Black com-munity, etc.);

• inviting representatives of the com-munity to lead workshops on arts andcrafts, running a small business, lead-ership, conflict resolution, and legalissues.(Recommendation 27)

Every English school in Québec is amicrocosm of the community it serves. Thisis the basis of the second reason why Englishand French schools are different in ethos.Québec’s English schools can be almost asdifferent from each other as they are fromtheir French-language counterparts. Englishschools are a product of their surroundingsand of who attends them. They are notmonolithic. The linguistic and cultural affini-ties they share do not form a mould intowhich they all fit. They are shaped by theirclients and the communities in which theirclients live, the newspapers they read, theradio stations they listen to, the associationsthey belong to, the churches they attend,and the cultural and demographic mix oftheir neighbourhoods. The new rules ofschool governance are made to measure for

answering the needs of so many differentschool communities, provided school gov-erning boards use the new power invested inthem actively and judiciously. Their job is tocreate the appropriate cultural environmentand make sure that programs respond tothe broad lines set out as the “project” oftheir school. School boards will be temptedto continue laying down the budgetary rulesin every detail and school governing boardsmay sometimes find it easier to interferewith their teachers’ pedagogy than to keep tothe more exacting task of watching over theschool’s overall mission. But if the princi-ples set out in the new school managementregulations are put into practice in everyschool, Québec’s English school networkwill rally together.

There are no lack of support systems,professional associations, and subject spe-cialists:

• Quebec English School BoardsAssociation

• Association of Directors General ofEnglish School Boards

• Committee of Anglophone Curri-culum Responsables

• Association of Administrators ofEnglish Schools

• Quebec Provincial Association ofTeachers

• Quebec Federation of Parent Com-mittees

• The Partnership for School Improve-ment

• Concordia, McGill and Bishop’sUniversities

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Out of all this expertise, experienceand commitment must come the leadershipto give the English school network and thestudents it graduates the kind of educationQuébec’s English-speaking community iscapable of providing only if it is willing toassume the ownership of its schools and toset for them the highest standards of per-formance.

Photo and caption by Ray BaillieThe Tibbits Hill schoolhouse, Tibbits Hill Rd. (near Knowlton).Available records indicate that there was a log schoolhouse on Tibbits Hill as early as1812. In 1838 the population of the Tibbits Hill school district was 142, all EnglishProtestants. This stone building replaced the squared log schoolhouse in 1844-46. Itslast classes were held in 1928. Deterioration ended in 1964 when the Brome HistoricalSociety and the provincial Association of Protestant Teachers restored the old school-house as a school museum.

The Advisory Board on EnglishEducation recommendsTHAT ENGLISH SCHOOL BOARDS• develop policies and strategies to

identify and preserve the geographic,demographic, social “space” requiredfor the enhancement of culture inEnglish schools;(Recommendation 5)

• develop a common agenda for Québecon the cultural aspects of English ele-mentary and secondary education.(Recommendation 6)

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I. POLICY

The Advisory Board on EnglishEducation recommends:

11) THAT the MCC and the MEQ undertheir agreement, entitled Culture andEducation: A Committed Partnership,explore ways of preserving and pro-moting the cultural heritage of English-speaking Quebecers.

12) THAT the MEQ and the SchoolBoards fund projects to develop aninventory of different pedagogicalapproaches to the integration of cul-ture in teaching.

13) THAT the English Schools andEnglish-Speaking Communities inQuebec take advantage of the MCCpolicy announced in Le Temps de Lire,un Art de Vivre to;• provide students with better access to

books and print media;• increase public use of libraries and

improve the quality of the servicesoffered (improve the holdings of pub-lic libraries; support professionaldevelopment for library staff);

• further encourage public libraries topool their resources.

14) THAT Government Agencies suchas INRS-Culture et Société and Télé-Québec include authentic perspectiveson the English-speaking communitiesof Québec in the production of histori-cal and cultural regional histories and incultural productions.

15) THAT English School Boards devel-op policies and strategies to identifyand preserve the geographic, demo-graphic, and social “space” required forthe enhancement of culture in Englishschools.

16) THAT English School Boards devel-op a common agenda for Québec onthe cultural aspects of English elemen-tary and secondary education.

II. OPERATIONS


17) THAT the MEQ assure thorough col-laboration in the development of socialstudies and citizenship programs so thatthey may reflect a common reality aswell as the particular and specific his-torical experience of English Québec.

18) THAT the MEQ ensure that the devel-opment of the new programs of study,especially social studies, be accompa-nied by appropriate alternative methodsof evaluation.

7 Recommendations of the AdvisoryBoard on English Education,

1999 Report: Culture and EnglishSchools in Play

36

19) THAT the MEQ and the SchoolBoards hire teachers and other pro-fessionals to prepare materials relatedto the cultural heritage of the English-speaking community of Québec.

10) THAT the MEQ support the schoolboards and schools by collaboratingwith INRS-Culture et Société to devel-op, translate, adapt and distribute itsworks.

11) THAT the MEQ support the schoolboards and schools by collaboratingwith Télé-Québec to considerablyincrease the airtime for cultural pro-ductions related to the English-speak-ing communities of Québec.

12) THAT the MEQ support activities andprograms that enhance the culturalaspects of the curriculum, for example,continue to promote student exchangesbetween French and English schoolsespecially aimed at integrating cultureand curriculum.

13) THAT the MEQ support activities andprograms that enhance the culturalaspects of the curriculum, for example,support activities related to museumsand artistic resources in the community.

14) That the Ministère des Relationsavec les citoyens et de l’Immigra-tion and the MEQ in implementingthe Plan of Action established to attainthe goal of zero exclusion set in thePolicy Statement on EducationalIntegration and Intercultural Educa-tion, A School for the Future:

• work with the English school boardsand with English community orga-nizations;

• promote direct collaboration withstudents and families to ensure stu-dent involvement in cultural aspectsof school life;

• ensure that initial teacher prepara-tion foster the acquisition of compe-tencies related to the cultural aspectsof the communities served by theEnglish schools of Québec.

15) THAT Teacher Associations devel-op relationships with local communi-ties to provide models for strengtheninglinks between English communities andthe schools.

16) THAT McGill, Concordia andBishop’s Universities in conjunc-tion, with the English School Boardsand the History Task Force, collab-orate in providing professional devel-opment activities for teachers, espe-cially activities that link culture andeducation.

17) THAT McGill, Concordia andBishop’s Universities, in conjunc-tion with the English School Boardsand the History Task Force, collab-orate with the MEQ and appropriateprivate-sector firms to develop distanceeducation services which ensure timelyaccess to culturally sensitive aspects ofthe curriculum for all English-speak-ing students across Quebec.

18) THAT School Boards promote theinclusion of the cultural aspect in theimplementation of the new curriculum.

Recommendations ABEE 1999 Report

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III. RESOURCES AND RESEARCH


19) THAT Teacher Associations, in par-ticular, the Curriculum Council of theQuebec Provincial Association ofTeachers (QPAT) develop an inventoryof existing research on differentinquiry-based pedagogical approachesto the integration of culture in teaching,especially in the area of social studies.

20) THAT McGill, Concordia andBishop’s Universities in conjunctionwith the English School Boards andthe History Task Force prepare forschools and teachers an inventory ofthe cultural resources that are avail-able in different Québec communities.

21) THAT McGill, Concordia andBishop’s Universities in conjunctionwith the English School Boards andthe History Task Force identify forschools and teachers areas of culturein need of further research.

22) THAT McGill, Concordia andBishop’s Universities in conjunctionwith the English School Boards andthe History Task Force cooperatewith teachers to prepare materials andactivities related to cultural heritage.

23) THAT School Boards and Munici-palities• hire qualified library personnel;• support school and municipal library

networking to the benefit of English-speaking communities and schools;

• support the initial preparation andprofessional development of librarypersonnel as a foundation for accessto cultural resources for schools andcommunities.

24) THAT School Libraries develop Websites mainly devoted to education andculture, fully supported by schools andschool boards, and geared to studentuse.

25) THAT School Boards invest inresources to adapt the curriculumreform to the cultural roots of theircommunities.

26) THAT the MCC provide funding sup-port for cultural resources in theEnglish-speaking community such aslibraries, museums, arts and literature,heritage sites, archives, and especial-ly:• the Archives of the Quebec Literary

and Historical Society;• the J. J. Parker photographic archives

of the Stanstead Historical Society;• networking resources for English

community and school libraries;• education programs developed in col-

laboration with museums.

27) THAT the Governing Boards ofEnglish schools and the Anglo-phone Community organizations ofQuébec gather together to discuss waysof enhancing the place of culture in thelearning of students, by exploring pro-jects such as:• establishing links with a library, a

museum, a community radio station,a television station, local and region-al newspapers, internet groups, cul-


38

tural associations, religious institu-tions, volunteer groups, communityorganizations and business groups;

• using historical, demographic andcommunity studies to develop thesocial identity of students (Irish stud-ies, Loyalists, East Asians, Black com-munity, etc.);

• inviting representatives of the com-munity to lead workshops on arts andcrafts, running a small business, lead-ership, conflict resolution, and legalissues.


Appendix A

Culture andEducation: A CommittedPartnership

AGREEMENT

between the Ministère de la Cultureet des Communications (MCC) and theMinistère de l’Éducation (MEQ)*

Preamble

In his swearing-in speech onJanuary 29, 1996, Québec Premier LucienBouchard emphasized that his governmentwould make ties between education and cul-ture a priority, Mr. Bouchard referred tothe soul of the Québec people, saying thatthis soul must be nourished, hybridized,enriched, questioned, shaken up, and rein-vented. He further stated that this couldonly be accomplished through culture andeducation.

To this end, the Minister of Cultureand Communications and the Minister ofEducation recognize that the educationreform must guarantee the teaching of uni-versal fundamentals of knowledge by offer-ing to young people in particular an initia-tion into the arts and culture. It is with thisin mind that the Education Minister intendsto restructure the curriculums for elemen-tary and secondary schools with specialemphasis on the need to raise the culturallevel of education and refocus teaching onthe basics, notably language and history.

The culture policy adopted by theQuébec government in 1992 made theestablishment of real bridges between edu-cation and culture a prime objective. Thepolicy recognizes schools as an excellentvehicle for democratizing culture and mak-ing it accessible.

Under the culture policy, the minis-tère de la Culture et des Communicationsand the ministère de l’Éducation havealready introduced programs and concretemeasures promoting arts and cultural edu-cation. The MCC and the MEQ now hope tobuild on these positive experiences bystrengthening their partnership.

Québec is going through a period ofprofound social transition that implies areaffirmation of its cultural identity as a plu-ralistic francophone society in NorthAmerica. Québec society is evolving towardsa more open culture that is enriched bydiversity and that must be based on commonvalues. The MCC and the MEQ recognizethat the future of Québec society depends toa large extent on its introduction to worldculture, the appropriation of Québec cul-ture, including mastery of the French lan-guage, and competence in using the newinformation technologies.

Objective of the Agreement

The objective of the agreement is tostrengthen the existing partnership betweenthe MCC and the MEQ and their respectivemilieus. Through this partnership, the MCC

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* “Culture and Education: A Committed Partnership,” agreement signed April 9, 1997, by the Minister ofEducation, Pauline Marois, and the Minister of Culture and Communications, Louise Beaudoin.

and the MEQ hope to stimulate and pro-mote concerted, innovative action appro-priate to the areas of education and culture.In doing so, the specific responsibilities ofeach ministry and the complementary natureof their respective milieus will be taken intoaccount, along with the local, regional andprovincial contexts.

The following areas are targeted, atall educational levels: the arts (awareness,education and training), language and lit-erature, history and heritage education, sci-ence and technology, and new informationand communication technologies.

Orientations

Given their common purpose, theMCC and the MEQ agree on the followingorientations:

• reinforcing and developing coopera-tion and coordination between themin order to ensure cohesiveness be-tween the educational and culturalprojects of Québec society;

• encouraging greater openness on thepart of the education community toavailable cultural resources in orderto better integrate the cultural di-mension into its educational mission;

• encouraging greater openness on thepart of the culture community to theneeds of educational institutions sothat they can adapt and coordinatetheir diverse activities;

• supporting, promoting, and confirm-ing the value of local, regional andprovincial initiatives for cooperationbetween cultural, municipal andother organizations on the one handand educational organizations on the

other in order to provide studentswith top-quality arts and culturaleducation and access to culturalworks and venues;

• contributing to the coordination ofgovernment initiatives in vocationaland technical education and highereducation in the arts;

• encouraging partnerships that willpromote greater use of new infor-mation technologies in education.

Areas of Cooperation

The MCC and the MEQ undertaketo:

1. consult each other on the develop-ment and review of policies and pro-grams in the areas designated by theagreement, such as the developmentof the reading policy and participa-tion in the vocational and technicaleducation program process;

2. strengthen collaboration and hamo-nization measures aimed at empha-sizing the complementary nature ofactions by the culture and educationsectors in the area of vocational, tech-nical and preuniversity education inarts (e.g., participation in the groupsmaking up the Comité sectoriel dela culture of the Société québécoisede développement de la main-d’œu-vre (SQDM);

3. collaborate on the advancement ofspecific issues of common interestand design measures adapted to thecourses of action to be adopted, suchas the preparation of conferences,the recognition of extracurricularmusic studies, support for the orga-

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nization of professional developmentactivities for teachers;

4. facilitate teaching activities based onpartnership, such as La Dictée P.G.L,a pilot project in cinematographyeducation;

5. develop cultural awareness measuresto facilitate direct contacts in schoolsbetween teachers, students, creatorsand works in all areas targeted by theagreement, such as the Artists in theSchools, the Tournée des écrivainsand the Writers in Schools programs;

6. jointly support the public promotionof events and the accomplishment ofprojects that highlight education inthe areas designated by the agree-ment, student cultural life and coop-eration between the culture and edu-cation sectors, such as the Programmede promotion de l’enseignement col-légial, student productions, QuébecArts Week, the Quinzaine des sciencesand the Essor Award;

7. encourage and facilitate the creationof means of collaboration for schools,the culture sector and municipali-ties, as well as the introduction ofmeasures and activities promotingattendance of cultural venues andknowledge of works, notably throughschool cultural committees, Specta-jeunes, and Séjours historiques etculturels des jeunes in Québec City;

8. encourage initiatives to steer youngpeople towards francophone and cul-tural content on the informationhighway and in diverse media, suchas the marketing of DOC 101 educa-tional software and the support mea-

sures of the Fonds de l’autoroute del’information;

9. encourage municipalities and the edu-cation community to carry out pro-jects pooling their skills and resourcesin the area of libraries and other cul-tural facilities, such as the productionand distribution of the Guide de laconcertation scolaire-municipale dansle domaine des bibliothèques;

10. enlist partners in the culture and edu-cation sectors in researching anddeveloping solutions and measureslinked to problems in the areas tar-geted by the agreement, for exam-ple, through their participation in theComité de coordination du Plannational de formation en métiers d’artand in culture-education committees.

Management and Implementationof the Agreement

The MCC and the MEQ agree to thecreation of an interministerial committeeto implement the agreement and carry outthe priorities established every year.

The interministerial committee willbe supported by a working group made up ofrepresentatives of the MCC and the MEQ ineach of the three education sectors coveredunder the agreement: general education foryoung people, vocational and technical edu-cation and higher education. These workinggroups will develop, carry out, monitor andevaluate actions and determine the fundingnecessary.

The Minister of Culture and Com-munication, Louise Beaudoin, and theMinister of Education, Pauline Marois,signed this agreement on April 9, 1997, inQuébec City.

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Appendix B

COMPOSITION OF THE COMMITTEE ON EDUCATIONAND CULTURE

Chair François LegaultMinister of State for Education and Youth

Vice-Chair Agnès MaltaisMinister of Culture and Communications

Members Diane LemieuxMinister of State for Labour and Employment

Louise BeaudoinMinister of International Relations

Jean RochonMinister responsible for Research, Science and Technology

Robert PerreaultMinister of Relations with Citizens and Immigration

Nicole LégerMinister of Child and Family Welfare

Québec, September 15, 1998

Appendix C

Learning From the Past: Report ofthe Task Force on the Teaching ofHistory: Recommendations, Quebec,May 10, 1996.

At the Elementary Level

THAT three hours per week be allot-ted on a compulsory basis to teach the pro-gram currently entitled Social Studies:History, Geography, Economic Activity andCulture during the first three years of ele-mentary school, and five hours per weekduring the last three years of elementaryschool.

THAT the elementary school socialstudies program school be given a title thatexplicitly expresses its contents, for example,History, Geography and Study of Society.

THAT the History, Geography andStudy of Society program set objectives andlearning content for each year of elementaryschool.

THAT the History, Geography andStudy of Society program give equitablecoverage to Native communities, culturalcommunities and the anglophone commu-nity with respect to the role they have playedin the history of Québec and Canada.

THAT the History, Geography, andStudy of Society program encourage stu-dents to learn about societies other thantheir own, past or present, through a com-parative approach that would help them toperceive the full diversity and value of dif-ferent cultures.

THAT the History, Geography andStudy of Society program incorporate mate-rial on the life and culture of remarkableindividuals without, however, reverting tothe practice of mythicizing or glorifyingthem.

At the Secondary Level

THAT a history course be made com-pulsory in each year of secondary schooland that it be allotted 100 hours of teachingtime annually;

THAT the compulsory secondaryschool history courses be sequenced as fol-lows:

Secondary I: General History 1: Pre-history, Antiquity and theMiddle Ages;

Secondary II: General History II: The Re-naissance, the Modern Eraand the ContemporaryPeriod;

Secondary III: History of Québec and Ca-nada I: From AmerindianPrehistory to 1791 or 1840;

Secondary IV: History of Québec and Ca-nada II: From 1791 or 1840to the Present;

Secondary V: Problems of the Contem-porary World.

THAT the secondary school historyprogram include the study of non-Westernsocieties.

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THAT students enrolled in generaleducation for adults be required to takeHistory of Québec and Canada I and II andpass the ministry examination, and that noequivalences be granted.

At the Elementary and SecondaryLevels

THAT exit profiles in history beestablished for each cycle of elementaryschool and for secondary school.

THAT all students have a historytextbook at their disposal for the entireschool year so that they can take it home todo schoolwork.

THAT the MEQ ease the criteria forthe approval of history textbooks so as togive authors greater responsibility and cre-ative leeway, within the broad orientations ofthe programs.

THAT, in keeping with its educa-tional mission, Télé-Québec allocate thenecessary financial resources to produce, incooperation with teachers, audiovisual mate-rials suitable for the teaching of history.

THAT school boards and privateschools provide school libraries with histor-ical works that are accessible to students,as well as novels and other historical litera-ture, and give school libraries subscriptionsto daily and weekly newspaper or magazinesdealing, in particular, with international cur-rent events.

At the College Level

THAT a 60-hour history course enti-tled Historical Foundations of the Contem-porary World be added to the common-coregeneral education component of all collegeprograms as of 1997-98.


THAT the General History I and IIand the History of Québec and Canada Iand II courses give equitable coverage toNative peoples with respect to the role theyhave played in the history of Québec,Canada or America.

THAT the History of Québec andCanada I and II courses give equitable cov-erage to the cultural communities withrespect to the role they have played in his-tory.

THAT, within each secondary-levelhistory course, teachers who wish to addresstopics in history that are related to localconcerns and needs be allowed to use 20 percent of the allotted teaching time attheir discretion.

THAT the MEQ review the currentguidelines for the preparation of the com-pulsory History of Québec and Canadaexamination so as to gradually introducequestions geared to measuring attainment ofthe main objectives of the course and thedegree to which students have masteredexpected skills.

THAT questions requiring studentsto express their thoughts in writing be grad-ually introduced in the compulsory Historyof Québec and Canada examination.

THAT the MEQ develop a historycourse adapted to vocational education stu-dents and prepare an examination, the pass-ing of which would be compulsory.

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THAT a compulsory 45-hour historycourse be kept part of the program-specificcomponent of the social sciences programand that this course be entitled Québec,Canada and the World. However, anothercourse could be chosen, provided it targetsthe same educational objectives.

Teacher Training

THAT initial teacher training for ele-mentary school teachers include:

• courses in the history of Québec andCanada totalling 6 credits, whichapproximately one-quarter of thetime would be spent on the nature ofhistory (epistemology, methodology,elements of historiography). Sometime should also be spent on the his-tory of Native peoples;

• a 2-credit geography course;

• a 3-credit history and social studiesdidactics course.

THAT initial teacher training forelementary school teachers include a selec-tion of “strongly recommended” courses onthe cultural communities, one or more non-Western civilizations and the economy.

THAT initial training programs forsecondary school history teachers includecourses in history and education countingrespectively for 60 credits and 30 credits.

THAT the 60 credits for historycourses cover, among others, the history ofQuébec and Canada; the history of Westerncivilization and at least one non-Westerncivilization; the history of the 20th century;methodology, historiography and episte-mology.

THAT current secondary school his-tory teachers who have no background inhistory or whose training is clearly insuffi-cient be required to enrol for 30 universitycredits in history, which they should prefer-ably complete within a period of two yearsand no more than five years.

THAT college history teachers berequired to hold a master’s degree in history.

THAT initial training programs forcollege history teachers include courses inpedagogy for a total of 30 credits, focusingon teaching and the didactics of history atthe college level.

THAT school boards

• assign a history, geography and socialstudies consultant with sufficienttraining in history and geography, butpreferably in history;

• assign, at the secondary level, a his-tory consultant with sufficient train-ing in history;

• ensure, in cooperation with theMEQ, that the implementation ofprograms is accompanied by profes-sional development;

• facilitate attendance by teachers atconferences and conventions relat-ed to the teaching of history and par-ticipation in specialized professionaldevelopment days;


46

• offer elementary school teachers pro-fessional development sessions onthe history of women, the history ofNative peoples, the cultural commu-nities and ethnocentrism, particular-ly on specialized professional devel-opment days.

Knowledge of History

THAT the Ministère de l’Éducationand the Ministère de la Culture et desCommunications create a program calledSchools in Museums and Museums inSchools to provide students with opportu-nities for direct contact with history andheritage.

THAT the Government of Québeccreate a Conseil du patrimoine et de l’his-toire.


Appendix D

UNESCO SchoolLibrary Manifesto*

The school library provides informa-tion and ideas that are fundamental to func-tioning successfully in today’s society, whichis increasingly information- and knowledge-based. The school library equips studentswith lifelong learning skills and developsthe imagination, enabling them to live asresponsible citizens.

The Mission of the SchoolLibrary

The school library provides learningservices, books and resources that enableall members of the school community tobecome critical thinkers and effective usersof information in all formats and media,with links to the wider library and informa-tion network, according to the principles inthe UNESCO Public Library Manifesto.

The library staff support the use ofbooks and other information sources, rang-ing from the fictional to the documentary,from print to electronic, both on-site andremote. The materials should complementand enrich textbooks, teaching materialsand methodologies.

It has been demonstrated that, whenlibrarians and teachers work together, stu-dents achieve higher levels of literacy, read-ing, learning, problem-solving and informa-tion and communication technology skills.

School library services must be pro-vided equally to all members of the schoolcommunity, regardless of age, race, genderreligion, nationality, language, professionalor social status. Specific services and mate-rials must be provided for those who areunable to use mainstream library servicesand materials.

Access to services and collectionsshould be based on the United NationsUniversal Declaration of Human Rights andFreedoms, and should not be subject to anyform of ideological, political or religiouscensorship, or to commercial pressures.

Funding Legislation and Networks

The school library is essential toevery long-term strategy for literacy, edu-cation, information provision and economic,social and cultural development. As theresponsibility of local, regional and nationalauthorities, it must be supported by specif-ic legislation and policies. It must have ade-quate and sustained funding for trained staff,materials, technologies and facilities, and itshall be free of charge.

The school library should participatein the local, regional and national libraryand information network.

Where the school library shares facil-ities and/or resources with another type oflibrary, such as a public library, the uniqueaims of the school library must be acknowl-edged and maintained.

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* Source: International Federation of Library Associations and Institutions (IFLAI, 1998), UNESCO,Educational Division (December 1998)

Goals of the School Library

The school library is integral to theeducational process.

The following are essential to thedevelopment of literacy, information litera-cy, teaching, learning and culture and arecore school library services:

• supporting and enhancing educa-tional goals as outlined in the school’smission and curriculum;

• developing and sustaining in childrenthe habit and enjoyment of readingand learning, and the use of librariesthroughout their lives;

• offering opportunities for experiencesin creating and using information forknowledge, understanding, imagina-tion and enjoyment;

• supporting all students in learningand practising skills for evaluatingand using information, regardless ofform, format or medium, includingsensitivity in the modes of commu-nication within the community;

• providing access to local, regional,national and global resources andopportunities that expose learners todiverse ideas, experiences and opin-ions;

• organizing activities that encouragecultural and social awareness andsensitivity;

• working with students, teachers,administrators and parents to achievethe mission of the school;

• proclaiming the concept that intel-lectual freedom and access to infor-mation are essential to effective andresponsible citizenship and partici-pation in a democracy;

• promoting reading and the resourcesand services of the school library tothe whole school community andbeyond.

The school library fulfills these func-tions by developing policies and services,selecting and acquiring resources, providingphysical and intellectual access to appropri-ate sources of information, providing instruc-tional facilities, and employing trained staff.

Staff

The school librarian is the profes-sionally qualified staff member responsiblefor planning and managing the schoollibrary, supported by as adequate staffingas possible, working together with all mem-bers of the school community, and liaisingwith the public library and others.

The role of school librarians will varyaccording to the financial objectives, cur-riculum and teaching methodology of theschools, within the financial situation andnational legal framework. Within specificcontexts, there are general areas of knowl-edge that are vital if school librarians areto develop and operate effective schoollibrary services: resource, library, and infor-mation management and teaching.

In an increasingly networked envi-ronment, school librarians must be compe-tent in planning and teaching different infor-mation — handling skills to both teachersand students. Therefore they must continuetheir professional training and development.

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Operations and Management

To ensure effective and accountableoperations:

• the policy on school library servicesmust be formulated to define goals,priorities and services in relation tothe school’s curriculum;

• the school library must be organizedand maintained according to profes-sional standards;

• services must be accessible to allmembers of the school communityand operate within the context of thelocal community;

• cooperation with teachers, seniorschool management, administrators,parents, other librarians and infor-mation professionals, and communi-ty groups must be encouraged.

Implementing the Manifesto

Governments, through their min-istries responsible for the education, areurged to develop strategies, policies andplans which implement the principles ofthis Manifesto. Plans should include the dis-semination of the Manifesto to initial andcontinuing training programs for librariansand teachers.

Glenys WillarsChair of the Section of School Librariesand Resource Centres

August 1998

UNESCO Manifesto on SchoolLibraries: BackgroundInformation

The Manifesto went through a num-ber of drafts between 1996 and 1998, andthen the final version came out of an Inter-national Federation of Library Associationsand Institutions (IFLAI) workshop ofapproximately 60 people in Amsterdam inAugust of 1998. The main names behind itare all volunteers: Glenys Willars, Chair ofthe Section of School Libraries and Re-source Centres for IFLAI, an educationalconsultant; Gwynneth Evans, co-ordinator ofthe workshop and Director General forNational and International Programs for theNational Library of Canada; PauletteBernhard, former Chair of the section andprofessor of library studies at the Universitéde Montréal.

The UNESCO’s general educationaldivision passed it (without a single change)in December of 1998, and it is expected toreceive full sanction by December of 1999.

SOURCE: Karen Findlay, librarian,Royal West Academy

Excerpt from La culture dans tous ses états: collection documentaire sur la culture québécoise*

Anglo-Québec Culture

Terms of Reference:

Showing how the culture of theEnglish-speaking community in Québec hasevolved within the framework of a 60-minutesegment is a challenge, given the diversity ofthe themes to be covered and their historicalbackground. This challenge is compoundedby the ethnic diversity of the English-speak-ing community. Originally composed mainlyof Anglo-Scots, the community grew increas-ingly heterogeneous with the arrival of Irish,Jewish, West Indian, Italian and other speak-ing community as it exists in the variousregions of Québec: in Montréal and its sub-urbs, of course, but also in the EasternTownships, the Outaouais, the Gaspé,Abitibi, and last but not least, the city ofQuébec. Finally, Anglo-Québec culture isnot limited to that of the urban upper classbut also includes that of other groups withinsociety, namely, anglophones from middle-class and working-class backgrounds andanglophones in the regions and in rural areas.

Moreover, the English-speaking com-munity has been considered from all kinds ofangles (economic, political, constitutionaland linguistic) by French-speaking Quebecersbut seldom from a cultural standpoint.Culture, however, can be examined from adouble perspective: culture, in its broad

sense, can be defined as a people’s way ofdoing, feeling and behaving, and thereforeexamined in terms of lifestyles; culture, in amore limited sense, refers to creative worksand their dissemination by various institu-tions. In keeping with the general spirit of theseries “La culture dans tous ses états,” thesegment on Anglo-Québec culture will focuson the arts and literature, with reference tolifestyle only as needed to illustrate the earlyhistory of the English-speaking community.Given the constraints posed by the formatof the show, the research and scenario willconcentrate on two regions of particularimport to contemporary Anglo-Québec cul-ture: Montréal and the Eastern Townships.

Anglo-Québec culture must be con-sidered in relation to Anglo-Canadian cul-ture in general, and in relation to FrenchCanadian culture prior to the QuietRevolution, which later became Québec cul-ture. The evolution of Franco-Québec cul-ture since the 1960s has in many ways affect-ed that of Anglo-Québec culture. For thisreason, it will be taken into account in theresearch and in the segment itself.

Let us first look at the beginning ofthe 20th century to 1960. During this period,philanthropists from the business commu-nity helped found various cultural institu-tions such as the Montreal Museum of FineArts, the Redpath Museum and the McCordMuseum. Others invested in private art col-lections. The English-speaking community inMontréal and the Eastern Townships alsosupported various orchestras and ensembles

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Appendix E

* Synercom Teleproduction Inc. and INRS-Culture et Société, La Culture dans tous ses états: collection docu-mentaire sur la culture québécoise (Québec, 1997), pp. 28-29.

51

and set up public libraries. McGill University,a cultural magnet for many writers, pub-lished cultural magazines. Between the twoworld wars, Montréal was home to renownedEnglish Canadian painters (J. Lyman, A. Lismer, L. Muhlstock, F. Brandtner, E. Holgate) as well as English Canadian andJewish poets (I. Layton, A. M. Klein, F. R. Scott, L. Kennedy, etc.). The EasternTownships also had its community of poetsduring the same period. The years followingWorld War II were marked by the publica-tion of two important novels: Two Solitudes(1945) by Hugh MacLennan, and TheApprenticeship of Duddy Kravitz (1955) byMordecai Richler.

From the 1960s, major eventschanged the face of Anglo-Québec culture.Toronto replaced Montréal as the mainvenue for English Canadian cultural pro-duction. In addition, English Québec wasconfronted with the social metamorphosis ofFrench Québec, which gave rise to a cul-tural renaissance, a period of prolific cre-

ativity among Québec writers and artists,and government policies and interventionaimed at supporting cultural activities andinstitutions (museums, public libraries, the-atres, musical ensembles, etc.) Thesechanges had an undeniable impact on thecultural institutions and the very identity ofthe English-speaking community in Québec,mainly in the region of Montréal, where thecommunity had to redefine itself in responseto the emergence of Québec nationalism.Beyond the positive aspects which helpednew generations of anglophone and allo-phone writers and artists come to the fore inthe bilingual and multicultural context ofMontréal (which is unique in NorthAmerica), but also in the Eastern Townshipsand the Outaouais, it is important to high-light the contributions, in recent decades, ofphilanthropists from the Jewish communitywho helped found two of Montréal’s majorcultural institutions: Héritage Montréal (TheBronfman Foundation), and the CanadianCentre for Architecture (Phyllis Lambert).

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List of productions “La culture dans tous ses états”

THE ARTS LITERATURE 01 La Peinture 07 La Poésie02 Musiques et Danses Traditionnelles 08 Le Roman03 Musiques Contemporaines 09 L’Essai04 L’Architecture05 Danses Contemporaines06 La Photographie

Forthcoming:

LITERATURE MASS CULTURE10) Contes et légendes 13) Radio11) Théâtre 14) Télévision12) Presse écrite 15) Cinéma

16) Chanson, disque et spectacle17) La culture anglo-québécoise18) La culture québécoise dans tous ses

états, héritage et perspectives d’avenir

Director of Research: Fernand Harvey, INRS-Culture et SociétéExecutive producer, development: Colette LoumèdeExecutive producer, production: Luce RoyProducer: Yves Fortin, Productions du Renard (Montréal)Screen writer/producer: Garry BeitelResearch: Barry Lazar

Produced with financial support from

The Canadian Television Fund–Licence Fee ProgramTelefilm Canada – Programme de participation capitalQuébec Tax CreditCanadian Film or Video Production Tax Credit ProgramSociété de développement des entreprises culturelles (sodec)

In collaboration with Télé-Québec

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Appendix F

Individuals Consulted by the Advisory Boardon English Education

MEETING GUESTS

Frances Akerman Librarian, Fraser-Hickson Institute Montreal

Diane Baillie Fiction writer

Raymond Baillie Retired teacher

Jon Bradley McGill University, Faculty of Education

Susan Bronson Member, Board of Directors, Atwater Library

Victoria Dickenson Executive Director, McCord Museum

Fran Halliday Bishop’s University, Faculty of Education

Fernand Harvey INRS-Culture et Société, Professeur titulaire Chaire Fernand-Dumont sur la culture

Norman Henchey Emeritus Professor, McGill University

Janet Ilavsky Library Director, Atwater Library and Computer Center

Paul Inchauspé Télé-Québec, President, Board of Directors

John Keyes President, Joseph Morrin Historical Center Foundation

Charley Levy Deputy Director General, English Montréal School Board

David Mizner Graduate Student, York University

Desmond Morton Director, McGill Institute for the Study of Canada

Judith Newman Vice-President, Conseil supérieur de l’Éducation

Allan Patenaude Ministère de l’Éducation, Direction des politiques et des projets

Tom Thompson Member, Board of Directors, Fraser-Hickson Institute

Bibliography

Advisory Board on English Education.Evaluation of Learning in the EnglishSchools of Quebec (Code 72-5011A).Québec: MEQ, 1997.

Baillargeon, Jean-Paul. L’écoute des anglo-phones. Le Téléspectateur: Glouton ouGourmet?. Québec 1985-1989. Québec:Institut québécois de recherche sur laculture, Centre d’études sur les médias,1994.

“Les Pratiques Culturelles desAnglophones du Québec.” Recherchessociographiques, XXXV, 2, 1994: 255-271.

Bordeleau, Francine. “La révolution an-glaise.” Lettres québécoises, 93 (Spring1999).

Commission for the Estates General onEducation. Renewing Our EducationSystem: Ten Priority Actions. FinalReport. Québec: MEQ, 1996.

Conseil supérieur de l’éducation, “Citizen-ship Education.” Annual Report on theState and Needs of Education. Summary,1997-98. Québec, 1998.

Les enjeux majeurs des programmesd’études et des régimes pédagogiques(Code 50-0424). Québec, 1999.

Programs of Study and the Regula-tions–The Major Issues. Summary of abrief to the Minister of Education.Québec, 1998.

Valeurs et représentations des jeuneset des populations étudiantes. Report ona Quick Survey of the LiteraturePrepared for the Commission de l’en-seignement collégial. Québec, 1994.

Feinberg, Walter. Common Schools/Un-common Identities. National Unity &Cultural Difference. New Haven: YaleUniversity Press, 1998.

“Forging Forward: National Symposium onInformation, Literacy and the SchoolLibrary in Canada.” Special issue. Educa-tion Canada 38, no. 1 (Spring 1998).

Godbout, Jacques. Le Sort de l’Amérique.Paris: Éditions Boréal, 1997.

Granatstein, J-L. “Canada needs its histori-cal memory back.” The National Post,April 19, 1999.

Grey, Julius. “Minority Language Educationin Quebec.” Paper presented at theSymposium on Official Languages,September 17, 1998, Ottawa.

Halford, Joan Montgomery. “A Differentmirror: A Conversation with RonaldTakahi.” Educational Leaderships (April1999).

Harvey, Fernand. Observatoire ou chairesur les jeunes et la société. Québec:INRS-Culture et Société, 1999.

Henchey, Norman. Curriculum Reform andEnglish Schools. [Notes presented to theAdvisory Board on English Education],January 1999.

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Appendix G

55

History Task Force. Overview of theTeaching of Elementary Social Studiesand Secondary History Within theAnglophone Community of the Provinceof Québec (Code 72-0087A). Québec:MEQ, 1998.

Inchauspé, Paul. Comment corriger leslacunes des curriculums en matière deculture, in École et culture–des liens àtisser. Québec: INRS, 1997.

Institut national de la recherche scientifique— Culture et société, École et cul-ture–des liens à tisser, Québec: LesPresses de l’Université Laval, 1997.

Institut québécois de recherche sur la cul-ture. History of the Outaouais. Edited byChad Gaffield. Québec: Les Presses del’Université Laval, 1997.

Menzies, Heather. “Teacher Librarians:Canaries in the Mines of the PublicCulture Crisis, or, What is at stake inthe Technological Transformation of ourSchools and Libraries.” Education Cana-da (Spring 1998): pp. 20-27 and 33.

MCC. “Politique du patrimoine culturel: Leministre annonce le début des travaux.”Press release, August 18, 1999.

Le temps de lire, un art de vivre.Policy Statement. Québec, 1998.

MCC, MEQ and CALQ. Répertoire desressources culture-éducation 1999-2000.Une rencontre vaut mille mots! Québec,1999.

MEQ. Accommodating Religious andCultural Diversity in the School-TrainingUnit for School Principals Number 8:Intercultural Education (Code 75-0035A). Québec, 1998.

Les bibliothèques scolaires québé-coises, plus que jamais … (Code 16-7412), Québec, 1989.

Québec Schools on Course (Code55-1848A) Québec, 1997.

Orientations for the ProfessionalDevelopment of Teachers: Taking anActive Approach to Change (Code 69-2086A) Québec, 1999.

MRCI and MEQ. Policy Statement onEducational Integration and Inter-cultural Education, A School for theFuture (Code 75-0052A) Québec, 1998.

Plan of Action for EducationalIntegration and Intercultural Education1998-2002. (Code 75-0059A), 1998.

Osborne, Ken. Education: A Guide to theCanadian School Debate, or, Who WantsWhat and Why. Toronto: Penquin, 1999.

Ross, Val. “A not-so-quiet revolution at thelibrary.” The Globe and Mail, March 20,1999.

Smith, William J., et al. Student Engagementin Learning and School Life: NationalProject Report. Executive Summary.Montréal: Office of Research on Educa-tional Policy, McGill University, 1998.

Starowicz, Mark. “A Nation WithoutMemory.” The Globe and Mail, February6, 1999.

Task Force on Curriculum Reform.Reaffirming the Mission of Our Schools(Code 49-1401A). Québec: MEQ, 1997.

Task Force on English Education. Reportto the Minister of Education (Québec:MEQ, 1992).

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Task Force on the Place of Religion inSchools in Québec. Religion in SecularSchools: A New Perspective for Québec(Code 49-9001A). Québec: MEQ, 1999.

Task Force on the Teaching of History.Learning from the Past (Code 55-1776A). Québec: MEQ, 1996.

Taylor, Charles. “Chacun cherche sa foi.”Au Fil des Événements (UniversitéLaval), March 25, 1999.

Vennat, Pierre. “Le passé demeurera tou-jours sujet à interprétations émotives.”La Presse, February 1, 1999.

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Appendix H

Interesting Web Sites to Visit

Advisory Board on English Education www.meq.gouv.qc.ca/cela/anglais.htmCommission de l’éducation en langue anglaise

Ann Fagan’s Library and Education Page http://pages.infinit.net/anke/

Archives nationales du Québec www.anq.gouv.qc.ca

Bibliothèque nationale du Québec www2.biblinat.gouv.qc.caBNQ databasesThe IRIS database contains 475 000 titles of books, serials, music scores and sound recordings, cartographic material, pictural and electronic documents.

Canadian Centre for Architecture www.cca.qc.ca

CBC–infoculture www.infoculture.cbc.cahttp://radio-Canada.ca/culture

Commission des programmes d’études www.cpe.gouv.qc.caCurriculum Advisory Council

Conseil supérieur de l’éducation www.cse.gouv.qc.caThis site contains English summaries of various reports and briefs.

CRB Foundation–Canadian Heritage www.heritageproject.ca

Dr. Diane Oberg, Ph. D. http://www.ualberta.ca/~dobergEditor School Libraries WorldwideUniversity of Alberta

Early Canadiana Online www.canadiana.orgThis is a full-text on-line collection of more than 3000 books and pamphlets documenting Canadian history.

Forging Forward http://gateway3.uvic.ca/symposium/symposium.htmlNational Symposium on Information, Literacy and the School Library in Canada

The Foxfire Fund promotes active, www.foxfire.orglearner-centred, community-focused education.

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José E. Igartua www.er.uqam.ca/nobel/r12270/textes/mcgill99.htmlUniversité du Québec à Montréal, département d’histoire.This site contains on-line typology of resources for historical research.

Industry Canada’s Digital Collections http://collections.ic.gc.caprogram Youth are to paid create Web sites featuring significant Canadian material http://francommunautes.ic.gc.cain the public domain.

Institut national de la recherche scientifique INRS-Culture et Société www.INRS-culture.uquebec.ca

Institute for Canadian Studies www.uottawa.ca/academic/arts/cdn/front.htmUniversity of Ottawa

International Assoc. of School www.hi.is/~anne/iasl.htmlLibrarianships (IASL) School Libraries Online

McCord Museum www.mccord-museum.qc.ca

Ministère de la Culture et des www.mcc.gouv.qc.caCommunications

Ministère de l’Éducation www.meq.gouv.qc.ca

Montreal Association of Independent www.independentlibraries.orgLibraries

Montreal Museum of Fine Arts www.mmfa.qc.ca

McGill University, Office of Research on www.cel.mcgill.ca/orepEducational Policy

Quebec English Schools Network (QESN) www.qesn.meq.gouv.qc.ca

Regroupement des musées d’histoire http://musees-histoire-mtl.qc.cade Montréal13 museums to discover

Teacher-Librarianship by Distance Learning www.quasar.ualberta.ca/tl-dl/Project

Uplands Museum and Cultural Centre www.uplands.qc.caLennoxville–Ascot Historical Society

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