Actually, the cultural aspect—that which is related to arts and culture—is very important. We can well imagine that it's a component of building our identity.
To do this, there are a number of ways we get people involved and equip the teaching staff and school management. Moreover, we implemented the Semaine nationale de la francophonie—national francophonie week—which has existed for 20 years, and it became what is now the Rendez-vous de la francophonie. We invite the communities to take over and hold activities that focus on arts and culture.
We also have a set of tools, a bank of learning activities that has been on the Internet since 1996. There are a lot of activities that give teachers ideas about how to incorporate arts and culture into their subjects, not just in French, history and geography, but also in economics and a bit everywhere. Because culture is omnipresent. We are thinking about arts and culture, but all the cultural elements are part of it as well.
There are tools such as the Trousse du passeur culturel, which provides indications about how to use art resources and arts organizations in the region in class to create a stronger artistic environment in the school.
There is currently a pan-Canadian initiative by the ministries of education to develop what they call the cultural approach of teaching. We will equip teachers, regardless of the subject they teach, so that they can incorporate references to francophone culture into their subject. This way, textbooks will not just expose young francophones to components relating to American, British or Australian scientists. There are still francophone scientists. I gave the example of economics, but this applies to all subjects.