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A New Mandate

In 2005, an Alberta Education initiative asked all K-12 social studies teachers in the province to regularly engage with Francophone perspectives in their teaching. Seeing contemporary and past issues through multiple perspectives, particularly those of Francophone and Indigenous communities, is intended to support students in thinking critically, creatively, and with a better appreciation for the diversity and cultural pluralism of Canada. The teacher plays an essential role in facilitating this process, and thus investigating how teachers currently understand and enact the teaching of Francophone perspectives is critical to future professional development initiatives and planning.

Reports and surveys suggest that teachers are struggling with this curricular mandate. Major studies by Alberta Education and the Alberta Teachers’ Association, run both before and after the implementation of this social studies program, revealed particular challenges and barriers to including alternative perspectives. This in turn is preventing significant shifts towards meaningful classroom engagements with Francophone perspectives. Understanding the challenges these teachers are facing, from their own point of view, is part of a research study led by Dr.  and Raphaël Gani, a PhD candidate from the University of Ottawa.

Working with social studies teachers in the Calgary area, including Francophone educators, the research team are seeking insights into current and future directions for teacher preparation that could further aid practitioners in the field.  As part of these efforts, the team is developing and testing new pedagogical strategies that could help students to better appreciate the importance and relevance of Francophone peoples, communities, and perspectives.

Resistances and Barriers

From their interviews with teachers, the team found three main concerns the teachers had with taking up Francophone perspectives. Numerous teachers expressed confusion that there is no ‘single’ Francophone perspective to incorporate, given the diversity of Francophone communities in Canada. Others felt unsure how to include them authentically, believing that only Francophones could accurately speak to that perspective. Some teachers thought that the focus on Francophone perspectives was unnecessary, as all cultural perspectives in Canada should be given equal attention. For the research team, these concerns reflected larger trends related to Canadian identity.

The convictions and views of these teachers clearly influence their practice; teachers enter professional development opportunities with beliefs and ideas about these communities. In order to support curricular reforms that seek to include perspectives of those traditionally outside of the mainstream, professional development opportunities must address the beliefs teachers bring with them to the classroom. Such in-service sessions must build on teachers’ current understandings, and address areas of tension and concern. Understanding the factors that may cause a teacher to resist teaching an “Other” perspective is particularly important.

Future Planning and Supports

With the potential expansion of Francophone perspectives into all subject areas, the team hopes to anticipate future challenges and resistance, and support teachers as they work through these changes. The study stresses that teachers have beliefs about their practice, and that pedagogical strategies must engage with these beliefs in order to make meaningful change possible. The research team is continuing to work with teachers to support practical possibilities in the classroom towards the development of strategies that support student appreciation of Francophone perspectives and experiences.