Emergence and trajectory of controversies surrounding history teaching in Québec and Canada
The article reflects on the recent debates regarding history education in Quebec and Canada by using notions developed in the literature about scientific and public controversies. It presents the emergence and evolution of the controversies in Quebec and Canada from the late 1980s to the present day. It offers a reflection on the main factors that explain why the controversy in Quebec was carried with much more force and why it leads to meaningful changes in the history curriculum.