The Genealogy of Stereotypes: French Canadians in Two English-language Canadian History Textbooks

Abstract

This essay traces the genealogy of the stereotype of the French Canadian found in two popular postwar Canadian history textbooks. French Canadians were portrayed as gregarious, easy-going, colourful, and fond of song and dance, but also unlettered, ignorant of the world outside Quebec, and content with their lot. These stereotypes are traced back to the work of earlier scholars on New France, notably Francis Parkman, and to primary sources. From the character traits mentioned in these sources, textbook writers selected those that allowed them to construct the French Canadian in the negative image of the contemporary English Canadian, thus detaching French Canadians from the main narrative of Canadian history.

Impact of stereotypes on intercultural communication: a Chinese perspective

“…From what is already known about stereotypes (e.g. Collins et al 2009;Igartua 2008;Lyons and Kashima 2003;Zaidman 2000), it is not difficult to understand that their impact on intercultural communication is unavoidable because stereotype is an ''inherently part of the communication process'' (Hughes and Baldwin 2002), and researchers (Anthony and Yoshihisa 2003;Rodgers and McGovern 2002) have recognized its negative impact on effective intercultural communication. For example, many of us believe that Japanese are collectivistic; however, such a cultural image is not supported by research (Matsumoto 2002).…”

Ethnic Identity in English Language Textbooks: Considerations for a Multicultural Society

“…The present study is guided by the assumption that while textbooks may appear to be sensitive to issues of ethnicity on the surface level, blurred and even hierarchical constructions of race relations may exist at a deeper level; this can only be unpacked through a careful analysis of language. Previous studies that examined ethnicity in textbooks have focused primarily on history textbooks (Foster, 1999;Igartua, 2008) as the content of history books allow for the examination of stereotyping as well as foregrounding and backgrounding of people and events along ethnic lines. Researchers of English language textbooks have also been interested in examining stereotyping and discrimination; however, their focus has primarily been on gender issues (Lee and Collins, 2009).…”