Canadian Social Studies (Journal)
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Reconsidering the Summer Residence: The City-Text, Historial Commemoration and Banal Settler Geography
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Review of: Tarrow, S. (2015). War, states, and contention: A comparative historical study. Ithaca, NY: Cornell University Press.
Get PDFUnsettling our Narrative Encounters within and outside of Canadian Social Studies
Get PDFIn 2007, Indian Residential School System (IRS) survivors won a class action settlement worth an estimated 2 billion dollars from the Canadian Government. The settlement also included the establishment of a Truth and Reconciliation Commission. Despite the public acknowledgment, we posit that there is still a lack of opportunity and the necessary historical knowledge to address the intergenerational impacts of the IRS system in Ontario\u27s social studies classrooms. In this essay, we therefore ask: How might we learn to reread and rewrite the individual and collective narratives that constitute Canadian history? In response to such curriculum inquiries, we lean upon the work of Roger Simon to reread and rewrite historical narratives as shadow texts. For us, life writing as shadow texts, as currere, enables us to revisit the past as a practice of unsettling the present, toward reimagining more hopeful future relations between Aboriginal and non-Aboriginal communities across the territories we now call Canada. As Simon\u27s lifelong scholarly commitments make clear in this essay, the onus lies with those present to teach against the grain so that we might encounter each other\u27s unsettling historical traumas with compassion, knowledge, and justice
Review of: VanSledright, B. (2014). Assessing historical thinking & understanding: Innovative designs for new standards. New York, NY: Routledge.
Get PDFTwo Terms You Can (and Should) Use in the Classroom: Cultural Homogenization and Eurocentrism
Get PDFThis article focuses on media literacy and globalization. Specifically, it discusses the issue of how and why classroom teachers should develop strategies for questioning the media\u27s tendency to portray globalization in neutral, unproblematic terms. Through an examination of the way the media present two underlying tenets of globalization (cultural homogenization and Eurocentrism) in advertisements and in news broadcasts, I suggest classroom activities that encourage students to view globalization and its effects analytically and critically
Mosoms and Moccasins . . . Literacy in an Indigenous Context
Get PDFIn this paper Dr. Trudy Cardinal shares stories of her experiences teaching literacy for 13 years in an Elementary classroom and the shifts that she made in her thinking about literacy in an Indigenous context. She draws on work she was engaged in as a professor in Elementary education where she came alongside undergraduate students to create experiences that encouraged a coming together, in conversation, to begin thinking about what was done in classrooms to nurture literacy learning of all students, but especially for the youngest literacy learners
We Interrupt This Moment: Education and the Teaching of History
Get PDFThe 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
Teaching after 9/11
Get PDFRobert Gardner is a Social Studies teacher at a large urban high school in Edmonton with a widely diverse ethnic population. He observes that after the terrorist attacks of September 11, 2001 his students became much more engaged in discussion of international issues and more willing to share their personal experiences of life outside of Canada. Mr. Gardner soon found that he needed to learn far more about Middle Eastern history, culture and religion to better understand and to better teach current events from a range of perspectives