Canadian Social Studies (Journal)
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American Partition: A Timely Thought Experiment
No full textThe current assessment of the state of political division in the United States is foreboding. Americans are more divided than any time since the Civil War, leaving some to opine that these differences may be irreconcilable. This speculative analysis takes seriously as its point of departure the position of a growing number of American commentators and policy experts who argue that the United States exhibits many of the risk factors that could lead down the path toward another civil war. Some of these commentators have advocated breaking up the union to pre-empt this outcome. The critical analysis within this article draws upon historical analogues from states partitioned during the 20th century such as such as the Soviet Union, Yugoslavia, Czechoslovakia, Palestine, and India. These comparisons are used to evaluate proposals for a geographical sundering of the United States into Red and Blue Americas. My analysis highlights the ways in which any kind of national dissolution, though appealing to some at first glance, would be more politically complex, demographically fraught, and possibly no-less violent than the alternative of civil conflict. The most promising alternative appears to be that of learning to live and work together through difference
Piloting Historical Thinking Lessons to Address Climate Change
Get PDFTo demonstrate how the history classroom could become an important site for addressing climate change, this article describes the piloting of three lessons. Our qualitative case study occurred in an elective environmental education course with teacher candidates who participated in the lessons and were invited to provide feedback. We describe the lessons and their development, and share results from surveys and an interview. Participants identified several educational benefits and expressed feeling better prepared to teach both history and critical thinking in general. Our findings suggest that these lessons may serve as useful examples for developing new resources to support educators in teaching climate change alongside critical and historical thinking
Refugee Youth Resettlement: Historicizing Policies of Deradicalization and Resiliency
Get PDFThis article traces the evolution of the concepts of radicalization and deradicalization, specifically as they pertain to the social category of youth. It aims to locate and understand the concept of ‘resiliency’ as a deradicalization method and map out resiliency agendas in relation to the settlement of refugee youth. This article sets out to understand the relationship between deradicalization narratives and refugee youth resettlement programs within a broader historical and contemporary socio-political context
“Is Your Dad a Towelhead?": Capitals of Shame and Necropolitics in Post-9/11 America
Get PDFUsing the author’s personal experiences as a Brown woman living in the United States after September 11, this paper uses post-9/11 violence enacted against Brown citizens to consider the nuances of necropolitics. Specifically, this paper argues that too often everyday acts of violence, such as gaslighting, are central mechanisms of necropolitical control. Frequently, these normalized aggressions make relegating people to the status of the living dead possible. Finally, this paper argues that necropolitics emerges from intra-actions, often causing the ontoepistemological death for communities of color in general and, in this case, Brown people in a physically and psychologically violent post-9/11 United States
The Role of the Arts in Extending and Challenging the Boundaries of History Education: A Review of P. Clark & A. Sears (2020). The Arts and the Teaching of History
Get PDFSupporting Muslim Students Through Culturally Relevant, Responsive, and Sustaining Pedagogies
Get PDFIn this article, I discuss a conceptual framework for supporting Muslim students using Culturally Relevant, Responsive, and Sustaining Pedagogies informed by a Collaborative Inquiry approach. The impact of 9/11 and its consequences on Muslim students’ temporal and social contexts calls for a critical stance that questions teachers’ assumptions regarding Muslim students. I examine Critical Pedagogy as the theoretical underpinnings for employing Culturally Relevant, Responsive, and Sustaining Pedagogies with the intent of underscoring the significance of incorporating these pedagogies to build upon teachers’ capacities in honouring the voices of their Muslim students and fostering spaces for these voices to speak up. I explore how teachers can engage in Culturally Relevant, Responsive, and Sustaining Pedagogies through Collaborative Inquiry to meet the needs of Muslim students in ways that acknowledges their narratives and support them in navigating their social and academic environments
9/11 and Social Studies Education: A Critique of Perpetual War and the Possibility of a More Peaceful Future
Get PDFIn this article, the author shares a personal reflection of his military and educational experiences in the aftermath of 9/11. He describes his concerns about the ongoing “War on Terror” and the disengaged militarism of the United States and how this has shaped his approach in the classroom. Expanding on his personal experiences, he calls for social studies educators to employ critical pedagogy and peace education to help students develop as thoughtfully and critically engaged citizens who are capable of creating a more peaceful world
Mark Bingham: The Making of a Gay Hero and Queer Remembrance After 9/11
Get PDFIn this article, the author recounts some of the events that occurred on September 11, 2001, when four doomed airlines crashed after being hijacked by 19 Al-Qaeda terrorists, resulting in the deaths of 2,977 people in New York, New York, at the Pentagon in Arlington, Virginia, and on an empty field in Shanksville, Pennsylvania. It is at this latter location, where United Flight 93 crashed killing everyone onboard, including 31-year-old Mark Bingham, an openly gay businessman and member of a small group of people who, it is believed, wrested control from the hijackers and brought the plane down. In the years post-September 11, Bingham has become known as a modern-day hero by the various queer communities, while also garnering a high level of notoriety among many mainstream people as well. The author maintains, however, that Bingham’s hero status simultaneously contributes to the dismissal and erasure of countless other queer people, primarily Black, Brown, and transgender, who have also performed heroic acts throughout modern U.S. history. Without diminishing the actions Bingham and the others took on board United Flight 93, the author questions why this particular gay man is remembered, while countless other queer/trans people of color remain largely unknown