Paul Zanazanian

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Assistant Professor

Paul Zanazanian

paul.zanazanian [at] mcgill.ca (Email)
(514) 398-4527 Ext. 00495

Areas of interest

  • Historical consciousness
  • Teacher identity and agency
  • Narrative analysis
  • Social Studies teaching and curriculum
  • The politics of history teaching
  • National historical narratives and issues of inclusion and exclusion
  • History and identity in Quebec and Canada
  • English-speaking Quebec, historical consciousness, and community vitality

Description of research activities

I am greatly captivated by better grasping the workings of historical consciousness in social actors’ means of knowing and doing when constructing social reality for purposes of living life. I seek to thoroughly understand how and why individuals make sense of the past for the ultimate aims of informing their identity and agency in the world.

My research activities currently address this interest at two levels. Firstly, my research centers on the workings of social actors’ historical consciousness in the development of their ethno-cultural, civic, and national identities, with a particular focus on the dynamics of such processes in both formal and informal school settings. Concretely, my work examines the impact of historical consciousness on the structuring of group boundaries among Francophone, Anglophone, and Allophone school history teachers and students in Quebec. As an extension, I am also studying the effects of the historical consciousness of Quebec’s English-speaking communities on their sense of group vitality and mobility. Thus far, as a result of my work, I have been able to develop a couple of strategies for fostering intergroup comprehension and dialogue between English and French speakers in the province through the teaching of history. Constituting a possibility of change, one example of such a strategy is my commitment to creating an information resource book on the diverse realities and experiences of Quebec’s English-speaking communities. Such a pedagogical tool is greatly needed today for the province’s social studies classrooms, irrespective of language use and group identity.

In terms of the second approach to fulfilling my main intellectual concern, my work further focuses on better understanding the ways in which educational practitioners use their historical consciousness for developing a sense of professional identity and agency. Fascinated with the dynamics of teachers’ disciplinary and pedagogical know-how, I am currently investigating into the different ways in which future educators make sense of the past for developing and theorizing their teaching philosophies and for visualizing strategies for putting such conceptions into practice. Consequently, I am keen on assessing the impact that their understandings and uses of History may have on the manner in which they negotiate their public role and responsibilities as future practitioners and whether these comprehensions lead them to creatively imagine, appreciate, hope for, and possibly even seek improved tomorrows.

Current research funding

Fonds de recherché du Québec – Société et culture (FRQSC)
2016-2019: Programme Établissement de nouveaux professeurs-chercheurs

Project title:
"La conscience historique et l’enseignement de l’histoire : comment les enseignants de langue anglaise interagissent avec le récit national québécois et intègrent leurs étudiants"/ "Historical Consciousness and the Teaching of History: How Teachers in English-Language Schools Interact with Québec’s National Narrative and Integrate Their Students."

Research projects that are coming to an end

Social Sciences and Humanities Research Council of Canada (SSHRC).
2013-2015: Insight Development Grant Program.

Project title:
"Historical Consciousness and Community Education: How English-Speaking Community Leaders in Quebec Make Sense of the Past for Fostering Community Vitality and Civic Engagement."

Project collaborators:
Quebec Community Groups Network (QCGN).
Quebec English-Speaking Communities Research Network (QUESCREN).

A knowledge mobilization conference on the results of this study was held on May 19, 2016, at the Jack Cram auditorium, Faculty of Education, McGill University.

Current research group membership

HERMES History Education Research Group, the University of Newcastle, Newcastle, Australia.

  • Part of the team of principal researchers.
  • Member of Editorial Board of Historical Encounters.

Please visit the HERMES website.

Please visit the website for Historical Encounters

Description of teaching activities

My professional practice consists of two central concerns. The first is my commitment to opening up possibilities of change for assisting teachers and other educational practitioners in imagining new ways for “making a positive difference” in their students’ and others’ lives. The second relates to my ambition of raising my students’ awareness and appreciation of the potentials of the Humanities and Social Studies for providing important tools and predispositions for becoming critical and ethical teachers who are always mindful of emerging possibilities of change and improvement. Following this logic, I place my students at the center of the entire learning process, and thereby seek to prepare them for instinctive and perpetual self-reflection for the express purpose of continuous self-betterment at both personal and professional levels. In this process, I hope to foster four main predispositions:

  • Curiosity for new ideas and for lifelong learning – including problem solving and adaptive thinking skills
  • Openness to communicating with and learning from one’s peers
  • Awareness of one’s agency and its concomitant rights, responsibilities, and consequences
  • Care for oneself, for others, and for one’s surroundings – including respect and care for the environment and for wildlife, and
  • Imagination and creativity for embracing, when need be, possibilities of change for improving the quality of future life.

I believe that developing and valuing such attributes are quintessential for securing the vibrancy and health of the freedom and liberties we so cherish in Western, democratic societies today. These become all the more important for my students, particularly since they may eventually pursue careers in the teaching profession, in ministries of education, or in non-governmental organizations, and as such will undoubtedly have a direct impact on the lives of their students when preparing them for their role as citizens of tomorrow’s world.

Courses currently taught in the Department of Integrated Studies in Education at McGill University

Undergraduate courses:

EDEC 260, Philosophical Foundations
EDEE 280, Geography, History, and Citizenship Education
EDES 334, Teaching Secondary Social Studies 1

Graduate courses:

EDTL 506, Philosophy of Education
EDTL 633, Applied Methods in Teaching Social Studies in Secondary Schools

Courses taught elsewhere in the past

Concordia University

Undergraduate courses:

EDUC 260, Historical and Philosophical Foundations of Early Childhood and Elementary Education
EDUC 426, Comparative Education 1
ADED 220 Adults as Learners
ADED 202, The Scope and Nature of Adult Education Programs

Graduate courses:

ESTU 611/ ADIP 511, Educational Problems in Philosophical Perspective
ESTU 612/ ADIP 512, Historical Perspectives in Education

Université de Montréal

Undergraduate courses:

ETA 1001, Histoire et philosophie de l’éducation (History and Philosophy of Education)

Selected publications

Peer-reviewed journals

Zanazanian P. (2016) History Teaching and Narrative Tools: Towards Integrating English-Speaking Youth into Quebec’s Social Fabric,” Minorités linguistiques et société/ Linguistic Minorities and Society. Special issue: Diversité, éducation et frontières linguistiques au Québec, 7, 70-96.

Zanazanian, P. (2015). Historical consciousness and metaphor: Charting new directions for grasping human historical sense-making patterns for knowing and acting in time. Historical Encounters Journal, 2(1), 16-33.

Zanazanian, P. (2015) Historical consciousness and being Quebecois: exploring young English-speaking students' interactions with Quebec’s master historical narrative. Canadian Ethnic Studies/ Études ethniques au Canada, 47(2), 113-135.

Lévesque, S. & Zanazanian P. (2015) ‘History is a verb: We learn it best when we are doing it!’: French and English Canadian prospective teachers and history. Revista de Estudios Sociales, April-June, 32-51.

Lévesque, S. & Zanazanian, P. (2015). Developing Historical Consciousness and a Community of History Practitioners: A Survey of Prospective History Teachers across Canada. McGill Journal of Education. Special Issue: New Paths in Research and Practice in History, Geography and Citizenship Education,50(2/3), 389-412.

Zanazanian, P. (2014) ‘History is a treasure chest’: Theorizing a historical metaphor for initiating teachers to history and assisting them to open up possibilities of change for English-speaking youth in Quebec. Journal of Eastern Townships Studies, 43(fall), 27-46.

Zanazanian P. & Moisan S. (2012). Harmonizing two of history teaching’s main social functions: Franco-Québécois history teachers and their predispositions to catering to narrative diversity. Education Sciences. Special issue: History Curriculum, Geschichtsdidaktik, and the Problem of the Nation. 2(4), 255-275.

Zanazanian, P. 2012. Historical consciousness and the structuring of group boundaries: A look at two Francophone school history teachers regarding Quebec’s Anglophone minority.” Curriculum Inquiry, 42(2), 215-239.

Zanazanian, P. (2011). Towards developing an ‘Anglo-Québécois’ information resource book for school history teachers in Quebec: Thoughts from a qualitative study.  Journal of Eastern Townships Studies, 36(spring), 69-95.

Zanazanian, P. (2010). Historical consciousness and ethnicity: How signifying the past influences the fluctuations in ethnic boundary maintenance. Ethnic Studies Review, 33(2).

Zanazanian, P. (2008). Historical consciousness and the ‘French-English’ divide among Quebec history teachers. Canadian Ethnic Studies, 40(3), 109-130.

Éthier, M.-A., Lanthéaume, F., Lefrançois, D., Zanazanian, P. (2008). L’enseignement au Québec et en France des questions controversées en histoire: tensions entre politique du passé et politique de la reconnaissance dans les curricula. Éducation et francophonie. Special issue. 34(1), 65-86.

Book chapters

Duquette, C. & Zanazanian, P. (2014). La différentiation pédagogique en sciences sociales. In M.-A. Éthier, D. Lefrançois & S. Demers (Eds.), L’univers social au primaire et au secondaire (pp. 359-380). Montréal: Éditions Multimondes.

Zanazanian, P. (2014). Le ‘conflit Anglais-Français’ et la salle de classe d’histoire nationale: vers une compréhension des attitudes des Franco-québécois envers les anglophones et un premier pas pour s’ouvrir à leurs réalités et à leurs expériences. In A. Pilote (Ed.), Francophones et citoyens du monde : Éduction, identité, et engagement. Québec: Presses de l’Université Laval.

Zanazanian, P. (2011). La conscience historique des enseignants d’histoire francophone à l’égard des Anglo-québécois : quelques regards sur une étude qualitative. In M.-A. Éthier, D. Lefrançois & J.-F. Cardin (Eds.), Enseigner et apprendre l’histoire: Manuels, enseignants, élèves (pp. 239-261). Québec: Presses de l’Université Laval.

Book reviews

Zanazanian, P. (2016). [Review of the book Becoming a history teacher: Sustaining practices in historical thinking and knowing, eds., R. Sandwell & A. von Heyking]. Historical Studies in Education/ Revue d’histoire de l’éducation, 28(1), 139-141.

Professional journals

Zanazanian, P. & O’Donnell, L. (2012). “Quelle place pour les anglophones dans le grand récit des Québécois? Rapport d’une journée d’étude.” Enjeux de l’univers social, 8(1), 9-10

Zanazanian, P. (2011). Franco-Québécois historical consciousness and the ‘French-English conflict’: Towards two recommendations for integrating Anglophone realities and experiences in Quebec’s national history classroom. Canadian Issues (summer), 69-74.

Zanazanian, P. (2010). La conscience historique et l’identité nationale : les enseignants d’histoire Francophone à l’égard des Anglo-québécois. Enjeux de l’univers social, 6(4), 18-21.

Selected talks and presentations

Keynote and other talks

Zanazanian, P. (2016). Strengthening English-Speaking Québec Vitality: Moving Forward with a Usable History. Keynote presentation for the 10th anniversary of the Community Learning Centers (CLC) of Learn Quebec entitled, A Community School Network: Celebrating A Decade of Partnerships. Held at the Marriott Chateau Champlain – Salle Cartier, 1 Place du Canada, Montreal on Tuesday January 19th 2016. Presented at 1:15 pm.

Zanazanian, P. (2014). Comparing and Contrasting Three Main Strands of Conversation for Integrating English-speaking Quebec Through the Teaching of National History. Talk presented for the Canadian Association for Curriculum Studies’ (CACS) Presidential Panel session entitled: Place et statut des programmes scolaires au Canada: Enseignement de l’histoire et de la citoyenneté dans les contextes québécois francophone et anglophone/ Placing and Positioning Curriculum in Canada: History and Citizenship Education in Francophone and Anglophone Québécois Contexts. Held at the annual conference of the Canadian Society for the Study of Education (CSSE)/ Canadian Association for Curriculum Studies (CACS) within the framework of the Congress of the Humanities and Social Sciences (CHSS). Brock University, Saint Catharines, Ontario. Sunday, May 25th 2014.

Conference presentations

Zanazanian, P. (2016). Historical Consciousness and Narrative Templates: Fostering Group Vitality and Civic Engagement Among Marginalized Historic Minorities. Paper presented at the annual conference of the American Educational Research Association (AERA). SIG Social Studies Research, Symposium, Session: Historical Consciousness and Conflict: The Challenge of History Education in Diverse Democracies. Held in Washington D.C. at the Marriot Marquis, Level Four, Independence Salon A. Monday, April 11th, 2016.

Zanazanian, P. (2015). Historical Consciousness and Community Education: How Quebec English-Speaking Community Leaders’ Historical Sense-Making Fosters Community Vitality and Civic Engagement. Paper presented at the annual conference of the International Assembly (IA) of the National Council for the Social Studies (NCSS). Roundtable Sessions, Table 5: Civic Engagement. Held in New Orleans at the New Orleans Marriott at the Convention Center. Friday, November 13th, 2015.

Zanazanian, P. (2015). Historical Consciousness and Community Education: How Quebec English-Speaking Community Leaders’ Historical Sense-Making Fosters Community Vitality and Civic Engagement. Paper presented for the Canadian Association for Curriculum Studies (CACS) at the annual conference of the Canadian Society for the Study of Education (CSSE)/ Canadian Association for Curriculum Studies (CACS) within the framework of the Congress of the Humanities and Social Sciences (CHSS). University of Ottawa, Ottawa, Ontario. June 2015.

Zanazanian, P. (2015). Historical Consciousness and Community Education: Quebec English-Speaking Community Leaders Fostering Community Vitality and Civic Engagement. Paper presented at the 83rd ACFAS Conference within the framework of the QUESCREN-CIRLM Conference: English-Speaking Communities of Quebec Outside Montreal, Then and Now: Portrait and Analysis. Part of session entitled: Outils et modèles pour la mobilisation communautaire, Université du Québec à Rimouski. May 26th 2015.

Zanazanian, P. (2015). Historical Consciousness and Community Education: Quebec English-Speaking Community Leaders Fostering Community Vitality and Civic Engagement. Paper presented at the annual conference of the American Educational Research Association (AERA). Division B, Section 5, Roundtable Session 6: Crossing Curriculum Borders: Global Issues in Curriculum Studies. Held in Chicago. Thursday, April 16th, 2015.

Zanazanian, P. (2015). Historical Consciousness and the Construction of Intergroup Attitudes: Quebec English-Speaking Community Leaders’ Views of Francophones When Historicizing the Past For Defining their Sense of Purpose Regarding Community Vitality and Civic Engagement. Paper presented at the Conference entitled:  Ambiguous Encounters: Anglophone-Francophone Relations in Quebec, from the Conquest to the Quiet Revolution. Organized by Centre interuniversitaire d’études québécoises. Held at the Morrin Centre, Quebec City, March 28th 2015.

Zanazanian, P. (2014). Historical Consciousness and Schematic Narrative Templates: Towards a Pedagogical Tool for Bridging Group Differences in Quebec and Fostering Community Vitality Among its Historic English-Speaking Minority. Paper presented for the Australian and New Zealand History of Education Society (ANZHES) entitled Knowledge, Learning, and Expertise. Melbourne University, Melbourne, Monday, December 8th 2014.

Zanazanian, P. (2014). A Holistic Narrative Analysis Approach to Historical Consciousness: Examining Quebec’s English-Speaking Community Leaders as Educators. Paper presented for Session 139 – History and Education­ for the Joint Conference between the Australian Association for Research in Education and the New Zealand Association for Research in Education (AARE-NZARE) entitled Speaking Back Through Research. Queensland University of Technology, Kelvin Grove Campus, Brisbane, Australia, Monday, December 1st 2014.

Zanazanian, P. (2014). Historical Consciousness and Being Québécois: Five English-Speaking Students and Québec’s National Narrative. Paper presented for the panel: Challenges to Living and Learning in Quebec. Part of the Second International and Domestic Colloquium on Quebec Studies entitled Quebec Past and Present. Organized by the Eastern Townships Resource Centre (ETRC), Bishop’s University. March 28th 2014, Bishop’s University, Sherbrooke, Quebec.

Zanazanian, P. (2013). La métaphore « Histoire est un coffre au trésor » pour ouvrir des voix de possibilités pour les Anglo-Québécois. Paper presented for the panel: Enseigner l’histoire nationale aux anglophones et y souligner leur place: L’utilisation de la métaphore de « l’histoire est un coffre au trésor » pour ouvrir des voix de possibilités. Part of the Biennial Conference of the Teaching of History entitled: Identities and Engagement. Organized by the Association of Canadian Studies/ Association des études canadiennes in collaboration with Association québécoise pour l’enseignement de l’univers social (AQEUS). Château Bromont, Bromont, Canada. Friday, October 18th 2013.

Zanazanian, P. (2013). A Treasure Chest Full of Surprises’: Towards Initiating Practitioners to History through Metaphor and Opening up Possibilities of Change in the Process. Paper presented for the annual Canadian Historical Association – Société historique du Canada conference at the Congress of the Humanities and Social Sciences (CHSS). University of Victoria, Victoria, British Columbia. Tuesday, June 4th 2013.

Zanazanian, P. (2013). Historical Consciousness, Identity, and Agency: Opening Possibilities of Change through the Teaching the History of Education. Paper presented at the annual conference of the American Educational Research Association (AERA). Division B, Section 5, Roundtable Session 37: History, Agency, and Collective Memory. Held in San Francisco. Monday, April 29th 2013.

Zanazanian, P. (2013). English-Speaking Quebec, Historical Consciousness, and Community Vitality:
Questions, Answers, and Possible Solutions?
Paper presented at a conference entitled, Everyday People, for the session, Who were the Anglos? for the theme, Population. Organized by Literary and Historical Society of Quebec, at the Morrin Centre, Quebec City, Quebec. Saturday, March 2nd 2013.

Zanazanian, P. (2013). Historical Consciousness and Being Québécois: Exploring How Young English-Speakers Make Sense of Quebec’s Past and Interact with its Master Historical Narrative. At a two-day symposium: Education within a changing linguistic dynamic in Quebec: Transformations and challenges within English-speaking communities. Session 3 entitled: The experience of schooling in English language schools: Identities, language, and intergroup relations. Organized by the CEETUM, the QUESCREN, the CHEREUM, and the CLCs, at Concordia University, Montreal, Quebec. Friday, January 15th 2013.

Zanazanian, P. (2012). Conscience historique et vitalité communautaire : les jeunes Anglos, leurs souvenirs du passé québécois et la structuration des frontières intergroupes avec la majorité francophone. Paper presented at the 80th ACFAS Conference. Part of session entitled: “Lier la recherche sur les communautés d’expression anglaise du Québec à la politique et à l’intervention,” Palais de Congrès, Montreal. May 8th 2012.

Zanazanian, P. (2011). Historical Memories of the ‘French-English Conflict’ and the Quebec History Classroom: Understanding Franco-Québécois Attitudes toward ‘Anglophones’. Paper presented at a one-day seminar entitled, What Place Should Anglophones Have in Quebec’s Collective Narrative? Organized by Paul Zanazanian and Lorraine O’Donnell on behalf of the CRC in the History of Contemporary Quebec, Université Laval, and QUESCREN, Concordia University. Concordia University, Montreal. February 11th 2011.

Zanazanian, P. (2010). La conscience historique et la structuration des frontières intergroupes des jeunes Québécois francophones et anglophones : vers une étude approfondie. Paper presented at a conference entitled, “Canada’s Diverse Histories.” Part of the workshop, Les jeunes et l’histoire: point de vue de terrains. Organized by OHASSTA and ACS-AEC. Holiday Inn Select – Toronto Airport, Toronto. November 5th 2010.

Zanazanian, P. (2010). La conscience historique et la structuration des frontières intergroupes : les enseignants d’histoire nationale Franco-québécois à l’égard de la minorité anglophone du Québec. Paper presented at the 78th ACFAS conference. Part of the session entitled, “Communautés d’expression anglaise du Québec : enjeux actuels et tendances”, University of Montreal. Session organized by QUESCREN, Montreal. May 10th 2010.

Zanazanian, P. (2009). La conscience historique des enseignants d’histoire francophone à l’égard des Anglo-québécois : quelques réflexions sur une étude qualitative. Paper presented at the 5th Congress of the AQDHG. Organized within the framework of the Annual Congress of the AQEUS, Bromont. October 17th 2009.

Zanazanian, P. (2008). Is Quebec a 'Divided' Society Regarding the Historical Visions of its Past? Paper presented at the Sixth Biennial Conference on the Teaching, Learning and Communicating of History. Organized by Jocelyn Létourneau and Christian Laville on behalf of the ACS-AEC, Quebec City. October 25th 2008.

Zanazanian, P. (2008). La conscience historique et l’ethnicité : vers un répertoire des tendances du maintien ou de la transformation des frontières ethniques. Paper presented at the 76th ACFAS conference. Part of the session entitled,  Chercheurs et praticiens : Quels rapports? Bilan et perspectives. Within the framework of the Troisième colloque des didacticiens des sciences humaines. May 5th 2008.

Zanazanian, P. (2007). Round Table Participant at the Metropolis 2007 Conference. Paper presented at the Session C-12: Multiculturalisme et cohésion sociale: Quel équilibre? Quelles normes? Quelle éducation à la citoyenneté? Fairmount Royal York Hotel, Toronto. Saturday, March 3rd 2007.

Zanazanian, P. (2006). Beyond the Taboos of Historical Consciousness: Exploring French Québécois History Teachers’ General Indifference to Québec Anglophone Realities and Historicity. Paper presented at the Canadian Studies Student Forum entitled, “Multiculturalism, Aboriginality, and Diasporas: Canadian Identities at Risk or Gathering Strength?” Organized by the ACS-AEC at the Landmark Empire Hotel, Vancouver. October 23rd 2006.

Zanazanian, P. (2006). Au-delà des tabous de la conscience historique au Québec: L’indifférence des enseignants d’histoire francophones au sujet de la minorité anglophone dans l’histoire nationale. Paper presented at the 74th ACFAS Conference. Part of the session entitled, « L’état de la recherché en didactique des sciences humaines au Québec: acquis, tendances et défis », Montreal. May 15th 2006.

Zanazanian, P. (2006). Au-delà des tabous de la conscience historique au Québec: L’indifférence des enseignants d’histoire francophones au sujet de la minorité anglophone dans l’histoire nationale. Paper presented at the conference, « Histoire et conscience historique chez les jeunes québécois ». Organized by the CRC in History and Political Economy of Contemporary Quebec, Université Laval, Quebec City. February 24th 2006.

Invited talks and presentations (other)

Zanazanian, P. (2016). Strengthening English-Speaking Québec Vitality: Moving Forward with a Usable History. Presented in the Cours PLU 6040, Éducation et la construction des rapports ethniques, Graduate Seminar, taught by Professor Marie McAndrew, Université de Montréal. February 9th 2016

Zanazanian, P. (2015). Vers la conceptualisation d’un outil pédagogique pour favoriser une intégration positive des anglophones à travers l’enseignement de l’histoire national au Québec. Paper presented for the panel: Lier l’espace, la mémoire et l’enseignement de l’histoire. Part of the Biennial Congress of Association of Canadian Studies/ Association des études canadiennes (ACS-AEC) in collaboration with Association québécoise pour l’enseignement de l’univers social (AQEUS), entitled: Enseigner l’histoire et la géographie au 21e siècle: rôles, défies et perspectives. Hilton Lac Leamy, Gatineau, Quebec, Canada. Friday, October 23rd 2015

Zanazanian, P. (2015) Are Francophones to Blame? English-Speaking Community Leaders’ Historical Memories and the Quest for Anglo-Quebec Vitality. Paper presented for the Speakers Series of Making History: Narratives and Collective Memory in Education, for the Educational Research Unit, University of Ottawa, Ottawa, March 30th 2015

Zanazanian, P. (2014) Historical Consciousness and Being Québécois: Five English-Speaking Students and Quebec’s National Narrative. Paper presented for the panel: Challenges to Living and Learning in Quebec. Part of the Second International and Domestic Colloquium on Quebec Studies entitled Quebec Past and Present. Organized by The Eastern Townships Resource Centre (ETRC), Bishop’s University. March 28th and 29th 2014, Bishop’s University, Sherbrooke, Quebec

Zanazanian, P. (2013). La métaphore « Histoire est un coffre au trésor » pour ouvrir des voies de possibilités pour les Anglo-Québécois. Paper presented for the panel: Enseigner l’histoire nationale aux anglophones et y souligner leur place: L’utilisation de la métaphore de « l’histoire est un coffre au trésor » pour ouvrir des voies de possibilités. Part of the Biennial Conference of the Teaching of History entitled: Identities and Engagement. Organized by the Association of Canadian Studies/ Association des études canadiennes in collaboration with Association québécoise pour l’enseignement de l’univers social (AQEUS). Château Bromont, Bromont, Canada. Friday, October 18th 2013

Zanazanian, P. (2013). English-Speaking Quebec, Historical Consciousness, and Community Vitality: Questions, Answers, and Possible Solutions? Paper presented at a conference entitled, Everyday People, for the session, Who were the Anglos? for the theme, Population. Organized by Literary and Historical Society of Quebec, at the Morrin Centre, Quebec City, Quebec. Saturday, March 2nd 2013

Zanazanian, P. (2013). La conscience historique et être Québécois : Exploration de la manière dont les jeunes anglophones donnent sens au passe du Québec et interagissent avec le récit national. Presented in Éducation et la construction des rapports ethniques, Graduate Seminar, taught by Professor Marie McAndrew, Université de Montréal. April 10th 2013.    

Zanazanian, P. (2012). Historical Consciousness and Being Québécois: Exploring How Young English-Speakers Make Sense of Quebec’s Past and Structure Group Boundaries with the Province’s Francophone Majority. DISETalks, Department of Integrated Studies in Education, McGill University. December 13th 2012.

Zanazanian, P. (2011). Éduquer à l’histoire en contexte de société ‘divisée’: le cas Québécois et les rapports entre Francophones et Anglophones. Presented in Récit du passé et vivre ensemble, graduate seminar, hosted by Professor Jocelyn Létourneau, Université Laval. March 2nd 2011.

Zanazanian, P. (2011). Éduquer à l’histoire en contexte de société ‘divisée’: le cas Québécois et les rapports entre Francophones et Anglophones. Paper presented at the weekly “Conference-causerie” at the UQAM branch of the CELAT, Montreal. April 8th 2011.

Zanazanian, P. (2010). La conscience historique et la structuration des frontières intergroupes : les enseignants d’histoire nationale Franco-québécois à l’égard de la minorité anglophone du Québec. Presented for the session entitled: Histoire et citoyenneté : les enjeux en éducation in Francophones et citoyens du monde : identités, éducation et engagement, graduate seminar, taught by Professor Annie Pilote, Université Laval. October 8th 2010.

Zanazanian, P. (2010). La conscience historique des enseignants d’histoire francophone à l’égard des Anglo-québécois : quelques réflexions sur une étude qualitative. Presented in Didactique de l’Histoire, undergraduate course, taught by Sabrina Moisan, Lecturer, Université de Montréal. September 24th 2010.

Zanazanian, P. (2010). La conscience historique des enseignants d’histoire francophone à l’égard des Anglo-québécois : quelques réflexions sur une étude qualitative. Presented in Didactique de l’Histoire, undergraduate course, taught by Sabrina Moisan, Lecturer, Université de Montréal. February 16th 2010.

Zanazanian, P. (2009). L’enseignement de l’histoire nationale au Québec : Les rapports entre Francophones et Anglophones. Presented in Éducation et la construction des rapports ethniques, Graduate Seminar, taught by Professor Marie McAndrew, Université de Montréal. April 8th 2009.     

Zanazanian, P. (2007). Les rapports francophones-anglophones au Québec et l’enseignement de l’histoire: Les résultats d’une étude exploratoire. Presented in Didactique de l’histoire, undergraduate course taught by Professor Jean-Pierre Charland, Université de Montréal. March 13th 2007.

Zanazanian, P. (2007). Historical Consciousness and Ethnicity: Towards a Qualitative Methodology. Presented in Anthropological Concepts and Methods in Education, Graduate Seminar, taught by Professor Arpi Hamalian, Concordia University. February 26th 2007.

Zanazanian, P. (2007). L’enseignement de l’histoire et mémoires concurrentielles: Les rapports francophones-anglophones au Québec. Presented in Éducation et la construction des rapports ethniques, Graduate Seminar, taught by Professor Marie McAndrew, Université de Montréal. February 6th 2007.  

Zanazanian, P. (2006). Beyond the Taboos of Historical Consciousness: Exploring French Québécois History Teachers’ General Indifference to Québec Anglophone Realities and Historicity. Paper presented at the Centre for the Study of Historical Consciousness (CSHC), Vancouver, University of British Columbia. October 25th 2006.

Selected panel and conference organization

Reich, G. & Zanazanian, P. (2016).  Historical Consciousness and Conflict: The Challenge of History Education in Diverse Democracies. Symposium Session organized for the SIG Social Studies Research at the Annual Conference of the American Educational Research Association (AERA), Public Scholarship to Educate Diverse Democracies. Symposium held in Washington D.C. at the Marriot Marquis, Level Four, Independence Salon A. Monday, April 11th, 2016. 12:25-1:55 pm.

Zanazanian, P. (2016) Prospect for the English School System in Québec. Panel organized for the Research Forum on behalf of the Research Committee of the Department of Integrated Studies in Education, Faculty of Education, McGill University. Tuesday, March 15th, 2016

Zanazanian, P. (2015). Lier l’espace, la mémoire et l’enseignement de l’histoire.  Part of the Biennial Congress of Association of Canadian Studies/ Association des études canadiennes (ACS-AEC) in collaboration with Association québécoise pour l’enseignement de l’univers social (AQEUS), entitled: Enseigner l’histoire et la géographie au 21e siècle: rôles, défies et perspectives. Hilton Lac Leamy, Gatineau, Quebec, Canada. Friday, October 23rd 2015. 1:00-2:15 pm.

Zanazanian, P. (2015) Is it too late to successfully vitalize English-speaking Quebec? Panel organized for the 5-a-7 Research Forum on behalf of the Research Committee of the Department of Integrated Studies in Education, Faculty of Education, McGill University. Thursday, May 21st, 2015.

Zanazanian, P. (2015). On Becoming Media Savvy. Panel organized for the 5-a-7 Research Forum on behalf of the Research Committee of the Department of Integrated Studies in Education, Faculty of Education, McGill University. Thursday, January 22nd 2015.

Zanazanian, P. (2013). Enseigner l’histoire nationale aux anglophones et y souligner leur place: L’utilisation de la métaphore de « l’histoire est un coffre au trésor » pour ouvrir des voix de possibilités. Panel organized for the Association of Canadian Studies/ Association des études canadiennes in collaboration with Association québécoise pour l’enseignement de l’univers social (AQEUS). Part of the Biennial Conference of the Teaching of History entitled: Identities and Engagement. Château Bromont, Bromont, Canada. Friday, October 18th 2013.

Zanazanian, P. (2013).‘Thinking outside the box’: On catering Quebec’s national historical narrative to the realities and experiences of its diverse English-speaking communities. Panel organized for the annual Canadian Historical Association – Société historique du Canada conference at the annual Congress of the Humanities and Social Sciences (CHSS). University of Victoria, Victoria, British Columbia. Tuesday, June 4th 2013.

Conferences

Zanazanian, P. (2016). Knowledge mobilization conference. One-Day Symposium: English-Speaking Quebec Community Leaders and the Uses of History. Organized by P. Zanazanian and team members: Nathalie Popa (McGill University); Ehaab Abdou (McGill University); Lorraine O’Donnell (QUESCREN/ Concordia University). Purpose: To disseminate the main findings of Zanazanian’s SSHRC Insight Development Grant, Historical Consciousness and Community Education: How English-Speaking Community Leaders in Quebec Make Sense of the Past for Fostering Community Vitality and Civic Engagement. Held on May 19th 2016, Jack Cram Auditorium, Faculty of Education, McGill University.

Zanazanian, P. (2016). Program committee member for conference entitled Connect and Disconnect: Anglophones, the English Language and Montreal’s Creative Economy. Other committee members: Lorraine O’Donnell (QUESCREN, Concordia University); Anne Robineau (ICRLM, University of Moncton); Cheryl Gosselin (Bishop’s University); Patrick Donovan (Université Laval); Will Straw (McGill University). Organized by the Quebec English-Speaking Communities Research Network (QUESCREN), Concordia University, and the Canadian Institute for Research on Linguistic Minorities (CIRLM), University of Moncton within the framework of the 84th anniversary of the Association francophone pour le savoir (ACFAS). May 12th and 13th, 2016, Université du Québec à Montréal

Zanazanian, P. (2015). Program committee member for conference entitled English-Speaking Communities of Quebec Outside Montreal, Then and Now: Portrait and Analysis. Other committee members: Lorraine O’Donnell (QUESCREN, Concordia University); Anne Robineau (ICRLM, University of Moncton); Cheryl Gosselin (Bishop’s University); Patrick Donovan (Université Laval). Organized by: The Quebec English-Speaking Communities Research Network (QUESCREN), Concordia University, and the Canadian Institute for Research on Linguistic Minorities (CIRLM), University of Moncton within the framework of the 83rd anniversary of the Association francophone pour le savoir (ACFAS). May 26th and 27th, 2015, Université du Québec à Rimouski.

Zanazanian, P. (2014). Program committee member for Colloque 616 – Diversity and Quebec’s English-Speaking Communities: Negotiating Inclusion and Mobilizing Resources/ Diversité et communautés d’expression anglaise du Québec: négociation de l’inclusion et mobilisation des ressources. Other committee members: Lorraine O’Donnell (QUESCREN, Concordia University); Anne Robineau (ICRLM, University of Moncton); Cheryl Gosselin (Bishop’s University); Patrick Donovan (Université Laval). Organized by the Quebec English-Speaking Communities Research Network (QUESCREN), Concordia University, and the Canadian Institute for Research on Linguistic Minorities (CIRLM), University of Moncton within the framework of the 82nd anniversary of the Association francophone pour le savoir (ACFAS), Concordia University, Montreal, May 12th and 13th 2014.

Zanazanian, P. & O’Donnell, L. (2011) What Place Should Anglophones Have in Quebec’s Collective Narrative? On behalf of the CRC in the History of Contemporary Quebec, Université Laval, and QUESCREN, Concordia University. Concordia University, Montreal. February 11th 2011.

Selected organization of workshops

Zanazanian, P. Five Main Mindsets and Five Key Questions for Successful Grant Writing. Grant Writing Workshop, in the School of Education, the University of Newcastle, Newcastle, Australia, Thursday, December 18th 2014.

Zanazanian, P. Five Main Mindsets and Five Key Questions for Successful Grant Writing. Grant Writing Workshop, Department of Integrated Studies in Education, Faculty of Education, McGill University, Friday, September 12th 2014.

Zanazanian, P. Five Main Mindsets and Five Key Questions for Successful Grant Writing. Grant Writing Workshop, Department of Integrated Studies in Education, Faculty of Education, McGill University, Monday, August 25th 2014.

Service

Member at Large

2015 - 2017 Vice President-at-Large, Canadian Association for Curriculum Studies (CACS).

Reviewer

Canadian Social Studies.

Curriculum Inquiry.

Historical Encounters Journal.

McGill Journal of Education.

Journal of Curriculum Studies.

The History Teaching SIG of the American Educational Research Association (AERA).

Member

2014 - Ongoing Canadian Association for Curriculum Studies (CACS).

2013 - Ongoing HERMES History Education Research Group, the University of Newcastle.

2010 - Ongoing The Quebec English-Speaking Communities Research Network (QUESCREN).

2009 - Ongoing The History Education Network/Histoire et éducation en réseau (THEN/HIER).

2008 - Ongoing Association Québécoise pour la didactique de l’histoire et de la géographie (AQDHG).

2008 - Ongoing American Educational Research Association (AERA).

Division B: Curriculum Studies.

Teaching History SIG.

Social Studies Research SIG.

Narrative Research SIG.