Relation to Culture and Cultural Education on Students in High School French-as-a-First-Language Courses

  • Héloïse Côté University of Montreal
  • Denis Simard Laval University
  • Erick Falardeau Laval University
  • Judith Emery-Bruneau Quebec University, Outaouais
  • Louis-Philippe Carrier Laval and Toulouse-Le Mirail Universities

Abstract

To enhance the cultural content of the curriculum, several governments are increasing the presence of cultural education in schools. How do high school French-as-a-first-language teachers perceive this education? To answer this question, we relied on the relation to culture theoretical framework and analyzed 32 questionnaires answered by high school French-as-a-first-language teachers. Our results suggest that the teachers’ main role is to bring students to appreciate the cultural objects and practices associated with fine arts and literature and to develop their ability to distance themselves from their surroundings.

Author Biographies

Héloïse Côté, University of Montreal
Héloïse Côté is a postdoctoral fellow in foundations of education in the Research Center on Ethics (CREUM). Her research project is funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). Her research interests include cultural partnerships, educational philosophy and theories, relations between culture and education, and teaching practice.
Denis Simard, Laval University
Denis Simard is a professor in foundations of education in the Faculty of Sciences of Education and a member of the Interuniversitary Research Center on Teachers’ Education and Profession (CRIFPE). His research interests include educational philosophy and theories, culture in education, hermeneutics, teacher education, and teaching practice.
Erick Falardeau, Laval University
Erick Falardeau is an associate professor in French education and a member of the CRIFPE. His research and teaching interests include French literature education and the teaching of reading skills from a cultural perspective, that is, from a perspective that focuses on readers’ understanding of texts and on how their reading practice transforms their comprehension of the world.
Judith Emery-Bruneau, Quebec University, Outaouais
Judith Emery-Bruneau is an assistant professor in French education in the Department of Sciences of Education and a member of the CRIFPE and the Research Group on Teaching and Culture (GREC). Her research interests are in French education, especially the teaching and learning of French literature, secondary school and postsecondary teacher education, mainly French education teachers, and teaching French education from a cultural perspective.
Louis-Philippe Carrier, Laval and Toulouse-Le Mirail Universities
Louis-Philippe Carrier is a doctoral candidate in French education whose project is funded by the SSHRC. A member of the CRIFPE and the GREC, his research interests include relations between affectivity and the teaching and learning of French literature.
Published
2010-05-20
Section
ARTICLES