The History and Citizenship Education Program and learning historical thinking: a lexicometrical analysis
This paper continues along a previous conceptual analysis, questioning Quebec’s history programs published since the curricular reform of 1980’s in regard to learning historical thinking. It is acknowledged that this learning is woven in these history programs, associated with analysis abilities and active citizenship participation. However, a comparative analysis of the History of Québec and Canada program with the History and Citizenship Education program presently implemented revealed divergences about learning historical thinking. The objective of this paper is to shed some light on these differences by doing a lexicometrical analysis of the latter program. A factorial analysis of correspondence permitted a description of the structural features of this program. Some of these features can be attributed to historical thinking learning, and a few seem to be confuse.