Canadian Social Studies (Journal)
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History and Identity in Pluralist Democracies: Reflections on Research in the U.S. and Northern Ireland.
No full textThis paper addresses the role of history education in developing a shared sense of identity in modern democracies. It does so by presenting findings from research into children\u27s ideas about history in the United States and Northern Ireland, two settings that share important political and social characteristics with Canada and other pluralist countries. In the United States, the history curriculum revolves around developing a unified national identity, and it provides few opportunities for students to examine diversity within or outside the country. In Northern Ireland, schools avoid issues of identity and thus do little to help students move beyond the bonds of their own political/religious communities. A more productive way of incorporating identity into the history curriculum would involve attention to those events in a nation\u27s past that have promoted pluralism and democracy
William M. Reddy. 2001. The Navigation of Feeling: A Framework for the History of Emotions.
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We Interrupt This Moment: Education and the Teaching of History
No full textThe history that students learn in schools supports a view of the past that casts men as dominant and universal subjects. As such, the way that students understand the past will inevitably influence the way they think about the present and consider the future. Rather than perpetuating dominant narratives, this paper argues that history and social studies teachers much engage in a re(hi)storation through the pedagogical process of interruption as a means of bringing into view that which has always been there but has been neglected, abandoned and forgotten
Carl A. Raschke. 2003. The Digital Revolution and the Coming of the Postmodern University.
No full textJanet Ajzenstat, Paul Romney, Ian Gentles and William D. Gairdner, Editors. 1999. Canada\u27s Founding Debates.
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