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History in French Secondary School: A Tale of Progress and Universalism or a Narrative of Present Society?

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Palgrave Handbook of Research in Historical Culture and Education

Abstract

Tutiaux-Guillon analyzes how the French history curriculum for secondary education fits in with the values of universalism, human rights, democracy, scientific and economic progress, consistent with the French conception of citizenship overcoming particularisms. She finds the emphasis on national identity to be weak and that, nevertheless, an underlying ethnocentrism remains. This general curricular frame allows including topics about Europe and the World and giving past crimes and victims that belong to particular communities a place. Current contents are also partly linked with acute social problems. History teachers adhere to the universalistic approach and aim at fostering democratic progress and consensus, especially when dealing with students from migrant ascent. However, Tutiaux-Guillon cautions that a direct effect of the curricula on the youth’s historical culture and collective identities cannot be assumed and needs additional historical didactical research.

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Authors and Affiliations

  1. Ecole supérieure du professorat et de l’éducation (ESPE), COMUE Lille Nord de France, Villeneuve d’Ascq, France

    Nicole Tutiaux-Guillon

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  1. Nicole Tutiaux-Guillon
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Editors and Affiliations

  1. Campus de Cantoblanco, Autónoma University of Madrid, Madrid, Spain

    Mario Carretero

  2. Ruhr Universitat Bochum, Bochum, Germany

    Stefan Berger

  3. Erasmus School of History, Culture and Communication, Erasmus University Rotterdam, Rotterdam, The Netherlands

    Maria Grever

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Tutiaux-Guillon, N. (2017). History in French Secondary School: A Tale of Progress and Universalism or a Narrative of Present Society?. In: Carretero, M., Berger, S., Grever, M. (eds) Palgrave Handbook of Research in Historical Culture and Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-52908-4_15

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  • DOI: https://doi.org/10.1057/978-1-137-52908-4_15

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  • Print ISBN: 978-1-137-52907-7

  • Online ISBN: 978-1-137-52908-4

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