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Maxwell, Bruce – McGill Journal of Education, 2019
Quebec's Ethics and Religious Culture program (ERC) requires teachers to adopt a professional stance of pedagogical impartiality. This article examines the complex regulatory framework surrounding the impartiality requirement from the perspectives of teachers' legally recognized right to professional autonomy, their constitutional rights to…
Descriptors: Foreign Countries, Ethics, Teacher Behavior, Professional Autonomy
Miles, James – McGill Journal of Education, 2018
This paper argues that history educators and teachers are uniquely implicated in the Truth and Reconciliation Commission's Calls to Action through their responsibility to teach Indigenous and Canadian history, including the injustices of settler colonialism. After examining the politics of Canada's ongoing truth and reconciliation process, this…
Descriptors: History Instruction, Foreign Countries, Public Policy, Teacher Responsibility
Moisan, Sabrina; Hirsch, Sivane; Audet, Geneviève – McGill Journal of Education, 2015
Teaching about the Holocaust is mandatory in many societies. This prescription is justified by authorities with many reasons: educating pupils for a better understanding of human rights, peace, war, genocide, critical thinking, historical thinking, racism, etc. The Holocaust can carry a very strong moral and emotional charge. But why do teachers…
Descriptors: Foreign Countries, History Instruction, Teaching Methods, Teacher Attitudes
Zaver, Arzina – McGill Journal of Education, 2015
In 2008, the Québec Ministry of Education introduced the Ethics and Religious Culture (ERC) program. Though the ERC is a positive step forward in promoting and fostering much-needed religious literacy skills, the implications of a "neutral" professional posture asked of its teachers have been difficult to translate into the classroom.…
Descriptors: Religious Education, Literacy, Teaching Methods, Foreign Countries
den Heyer, Kent; van Kessel, Cathryn – McGill Journal of Education, 2015
We all have a sense of evil, but many of us do not ponder its nature or the ways in which our beliefs about evil shape what we teach and learn about the actions of citizens in historical or contemporary times. We argue that the word and concept of evil can be detrimental to the development of good citizens when it is used as a political and…
Descriptors: Citizenship Education, Teaching Methods, Violence, Role of Education