Citizenship Education and Exclusion: An Analysis of Authorized History Textbooks and Children's Books in Ontario, 1866-1950.
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| Title: | Citizenship Education and Exclusion: An Analysis of Authorized History Textbooks and Children's Books in Ontario, 1866-1950. |
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| Alternate Title: | Educación para la ciudadanía y exclusión: un análisis de los libros de texto de historia autorizados y de los libros infantiles en Ontario, 1866-1950. Éducation à la citoyenneté et exclusion: une analyse des manuels d'histoire autorisés et des livres pour enfants en Ontario, 1866-1950. |
| Authors: | Roy, Philip1 |
| Source: | Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion. Fall2025, Vol. 26, p193-219. 27p. |
| Subject Terms: | *Citizenship education, *History textbooks, *Children's books, Narratives, Segregation, Nationalism, Critical discourse analysis, Canadian history |
| Geographic Terms: | Ontario |
| People: | Skinner, Quentin, 1940-, Said, Edward W., 1935-2003, Koselleck, Reinhart, 1923-2006 |
| Abstract (English): | Since 1866, the Ontario Department of Education has facilitated the teaching of citizenship education through its authorization of history textbooks. Using a critical discourse analysis framework constructed from the theories and analyses of five prominent scholars: Reinhart Koselleck, Edward Said, Quentin Skinner, Ken Osborne and Ian McKay, this paper explores how a principle of exclusion was pivotal in supporting an Anglocentric nationalist agenda in the historical narratives of the texts. History textbooks are examined for evidence of the exclusion of women, Indigenous peoples, immigrants, people of colour, and the working class. This exploration is compared with an examination of children's books written during the same period. The aim of the comparison is to identify possible alternative citizenship ideals that emerge in fictional narratives as compared with authorized historical narratives, a comparison that, as yet, has not been done before. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Desde 1866, el Departamento de Educación de Ontario ha facilitado la enseñanza de la educación para la ciudadanía mediante la autorización de libros de texto de historia. Utilizando un marco de análisis crítico del discurso construido a partir de las teorías y análisis de cinco destacados especialistas Reinhart Koselleck, Edward Said, Quentin Skinner, Ken Osborne e Ian McKay, este artículo examina cómo un principio de exclusión fue fundamental para apoyar una agenda nacionalista anglocéntrica en las narrativas históricas de los textos. Se analizan los libros de texto de historia en busca de evidencia de la exclusión de mujeres, pueblos indígenas, inmigrantes, personas de color y la clase trabajadora. Esta exploración se compara con un análisis de libros infantiles escritos durante el mismo período. El objetivo de esta comparación es identifias posibles ideales alternations de ciudadanía que emergen en las narrativas de ficción en comparación con las narrativas históricas autorizadas, una comparación que, hasta ahora, no se había llevado a cabo. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Depuis 1866, le ministère de l'Éducation de l'Ontario facilite l'enseignement de l'éducation à la citoyenneté en autorisant l'usage de manuels d'histoire. En s'appuyant sur un cadre d'analyse critique du discours élaboré à partir des théories et analyses de cinq chercheurs majeurs Reinhart Koselleck, Edward Said, Quentin Skinner, Ken Osborne et Ian McKay cet article examine comment un principe d'exclusion a joué un rôle central dans le soutien d'un programme nationaliste anglocentrique au sein des récits historiques de ces ouvrages. Les manuels d'histoire sont analysés pour y déceler des indices d'exclusion des femmes, des peuples autochtones, des immigrantes et immigrants, des personnes racisées ainsi que de la classe ouvrière. Cette exploration est ensuite mise en parallèle avec l'étude de livres pour enfants publiés durant la même période. L'objectif de cette comparaison est d'identifier d'éventuels idéaux de citoyenneté alternatifs qui émergent dans les récits fictionnels, en contraste avec les récits historiques autorisés une comparaison qui, jusqu'à présent, n'avait jamais été réalisée. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Since 1866, the Ontario Department of Education has facilitated the teaching of citizenship education through its authorization of history textbooks. Using a critical discourse analysis framework constructed from the theories and analyses of five prominent scholars: Reinhart Koselleck, Edward Said, Quentin Skinner, Ken Osborne and Ian McKay, this paper explores how a principle of exclusion was pivotal in supporting an Anglocentric nationalist agenda in the historical narratives of the texts. History textbooks are examined for evidence of the exclusion of women, Indigenous peoples, immigrants, people of colour, and the working class. This exploration is compared with an examination of children's books written during the same period. The aim of the comparison is to identify possible alternative citizenship ideals that emerge in fictional narratives as compared with authorized historical narratives, a comparison that, as yet, has not been done before. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 25608371 |
| DOI: | 10.24908/encounters.v26i0.19950 |
