Suchergebnisse

Cet article cherche à vérifier empiriquement une hypothèse mise de l'avant par la Commission Royale d'Enquête sur le Bilinguisme et le Biculturalisme. La Commission affirme qu'il existe deux traditions historiques au Canada, l'anglophone et la francophone, qui sont mutuellement exclusives l'une de l'autre. Les matériaux de base proviennent d'une enquête sur échantillon de 960 élèves anglais et français de l'élémentaire, d'essais écrits par des étudiants et des entrevues en profondeur et des observations systématiques. Règie générate, les résultats confirmèrent et démontrèrent, en tout premier lieu, l'hypothèse que les enfants s'identifient d'abord et avant tout avec des symboles historiques de leur propre culture. De plus leurs perceptions ethnocentriques des personnages historiques s'accentuent avec le temps. Les données mettent également en relief que les enfants anglophones et francophones s'identifient à des périodes différentes de l'histoire canadienne. Les enfants d'expression française se réfèrent à la période avant la conquête tandis que les anglophones se rapportent à la période après la conquête (après 1760). L'auteur conclut qu'il existe peu de symboles de réconciliation dans l'histoire canadienne: les symboles courants constituent une force de division plutôt que d'être des moteurs d'unité.The object of this paper is to verify empirically a hypothesis suggested by the Royal Commission on Bilingualism and Biculturalism. The Commission suggests that there are two Canadian historical traditions, one Anglophone, the other Francophone, and that they are mutually exclusive. The data were derived from a survey of 960 English‐ and French‐Canadian elementary pupils, essays written by children, and in‐depth interviews and observation. The findings generally confirmed the hypothesis and showed, first of all, that children overwhelmingly identified with historical symbols of their own culture, and that their ethnocentric perception of historical figures increased with age. Second, the data showed that Francophone and Anglophone children identified with different eras of Canadian history. The former identified primarily with the pre‐1760 era, while the latter identified mostly with the post‐1760 era. It was concluded from these data that there are few reconciliation symbols in Canadian history which was, therefore, viewed as a divisive rather than a binding force.

Social scientists have for some time been interested in the socialization of young people. An increasing number of studies are available which deal with Western Europe, Japan, South America, and the United States. However, little empirical research has been done on the socialization of Canadian children. The purpose of this paper is to consider the development of English- and French-Canadian children's attitudes toward government in Quebec and to determine, in particular, the impact of their cultural membership on their perception of government. The ultimate goal of this research – though not of this paper – is to investigate empirically the development of national identity in Canada, a concept that has been singled out by several scholars as crucial in political development and nation building.

THE DATA ON YOUNG PEOPLE'S ATTITUDES TOWARD GOVERNMENT WERE GATHERED DURING A SURVEY OF ELEMENTARY SCHOOL CHILDREN IN QUEBEC, BETWEEN OCT, 1970 & MAR, 1971. A PAPER & PENCIL QUESTIONNAIRE WAS SUBMITTED TO 960 PUPILS, SUPPLEMENTED BY ESSAYS WRITTEN BY THE CHILDREN, & BY PERSONAL INTERVIEWS. THE SAMPLE IS A NONPROBABILITY QUOTA SAMPLE TO FACILITATE SUBGROUP COMPARISONS. FRENCH- & ENGLISH-CANADIAN CHILDREN DIFFERED IN THEIR PERCEPTION OF GOVERNMENT. FRENCH-CANADIAN CHILDREN VIEWED THE GOVERNMENT AS AUTHORITATIVE WHILE THE ENGLISH-CANADIAN CHILDREN VIEWED IT AS A 'MANAGER'. THERE WAS NO DIFFERENCE IN THE EVALUATION THE 2 GROUPS HAD OF THE PERFORMANCE OF GOVERNMENT: "BOTH GROUPS DISPLAYED AN UNIDEALISTIC CONCEPTION OF GOVERNMENT." 7 TABLES. L. DEFORGE.