Thinking interculturally: decolonizing history and citizenship education in Quebec

The main objective of this article is to offer an alternative discursive framework for teaching history and citizenship education in Quebec, Canada. Enabling a more inclusive discussion around how citizenship is constructed, thinking interculturally allows us begin thinking about practical ways in which citizenship and history education might detract from the exclusive form of inclusion that currently resides in Quebec's intercultural model (and, consequently, in history classrooms).