Abstract

Canadian culture is largely depicted as a tapestry of different cultures woven into one. However, there is a growing awareness that the history taught in schools is not reflective of this cultural tapestry. The omission and erasure of topics addressing the presence and experiences of Blacks in Canadian history are particularly pervasive. My research examines the representation of African Canadians in the textbook Panoramas, an assigned high school history textbook used in Montréal. I will specifically examine and analyse the extent to which African-Canadians are included in and excluded from the textbook through the use of written and graphic texts. I will also discuss the potential effects of the lack of representation on the concept of 'identity and belonging' in the Canadian context. My research will firstly demonstrate that not only is history important to identity formation, it is a key component. Secondly, it will reveal that there is a gross exclusion and misrepresentation of the experiences of African Canadians in the textbook, and finally it will establish that issues of race and racism, as they affect African Canadians, still have not found a place of priority in the Québec historical discourse. The results of my research will open a dialogue on the need for an in-depth analysis of the current curriculum, textbooks and pedagogies used in Quebec schools, for omissions and biases of experiences around race, gender, sexuality and other differences. It will also continue the discussion on incorporating Afrocentric education as it provides the frame work to depoliticise culture and issues of identity.