New Possibilities for the Past: Shaping History Education in Canada by Penney ClarkNew Possibilities for the Past: Shaping History Education in Canada by Penney Clark

New Possibilities for the Past: Shaping History Education in Canada

EditorPenney Clark

Paperback | January 1, 2012

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The place of history in school curricula has sparked heated debate in Canada. Is Canadian history dead? Who killed it? Should history be put in the service of nation? Can any history be truly inclusive?

In this volume, museum educators, secondary school teachers, and leading and emerging historians and history educators define a new agenda for history education research by shifting the focus from content to method, from what should be included in narratives about the past to how to think about and teach history. They document the state of history education theory, research, and practice and consider the implications of research for classrooms from kindergarten to graduate school and in other contexts, including museums, virtual environments, and public institutional settings. They also consider the perspectives of indigenous peoples, the citizens of Quebec, and advocates of citizenship education.

Reflecting current critical engagement among historians, educators, and the Canadian public, New Possibilities for the Past sets a comprehensive research agenda both to help students at all levels learn about the past, and, more importantly, to understand how we construct history from its infinite possibilities.

Penney Clark is an associate professor in the Department of Curriculum and Pedagogy at the University of British Columbia and director of the History Education Network/Histoire et éducation en réseau. Contributors: Penney Clark, Margaret Conrad, Nicki Darbyson, Kent den Heyer, Marc André Ethier, Gerald Friesen, Viviane Gosselin, Kevin...
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Title:New Possibilities for the Past: Shaping History Education in CanadaFormat:PaperbackDimensions:408 pages, 9 × 6 × 0.96 inPublished:January 1, 2012Publisher:Ubc PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0774820594

ISBN - 13:9780774820592

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Reviews

Table of Contents

Introduction / Penney Clark

Part 1: History Education: Contested Terrain

1 A Brief Survey of Canadian Historiography / Margaret Conrad

2 Teaching Canadian History: A Century of Debate / Ken Osborne

3 The Debate on History Education in Quebec / Jocelyn Létourneau

4 Teaching History from an Indigenous Perspective: Four Winding Paths up the Mountain / Michael Marker

Part 2: Orientations Toward Historical Thinking

5 What it Means to Think Historically / Stéphane Lévesque

6 Assessment of Historical Thinking / Peter Seixas

7 History Education as a Disciplined “Ethic of Truths” / Kent den Heyer

Part 3: Classroom Contexts for Historical Thinking

8 Historical Thinking in Elementary Education: A Review of Research / Amy von Heyking

9 Historical Thinking in Secondary Schools: Zones and Gardens / Tom Morton

10 The Shape of Historical Thinking in a Canadian History Survey Course in University / Gerald Friesen

11 History Iis a Verb: Teaching Historical Practice toTeacher Education Students / Ruth Sandwell

Part 4: Other Contexts for Historical Thinking

12 Historical thinking in the Museum: Open to Interpretation / Viviane Gosselin

13 Creating and Using Virtual Environments to Promote Historical Thinking / Kevin Kee and Nicki Darbyson

14 Obsolete Icons and the Teaching of History / Peter Seixas and Penney Clark

Part 5: Perspectives on Historical Thinking

15 Ethnicity and Students’ Historical Understandings / Carla Peck

16 Learning and Teaching History in Quebec: Assessment, Context, Outlook / Marc André Ethier and David Lefrançois

17 Historical Thinking and Citizenship Education: It Is Time to End the War / Alan Sears

Contributors

Index

Editorial Reviews

The place of history education in schools has sparked heated debate in Canada. Is history dead? Who killed it? Should history be put in the service of nation? Can any history be truly inclusive? This volume advances the debate by shifting the focus from what should be included in history education to how we should think about and teach the past. In this book historians and educators discuss the state of history education research and its implications for classrooms, museums, virtual environments, and public institutional settings. They develop a comprehensive research agenda both to help students learn about the past and to understand how we construct history from its infinite possibilities.In shifting the discussion from "what" kinds of history should be taught in our schools to "how" history should be taught, this pathbreaking book takes us beyond the stale debates of the 1990s. It is, in itself, an important milestone in the development of the field of history education in Canada. - Steven High, Canada Research Chair in Public History, Concordia University