Canadian Social Studies (Journal)
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What Every Social Studies Teacher Should Know about Simulations
Get PDFSimulations are of growing interest within the social studies in terms of research and practice. Although the findings of early research were unfavorable to simulations in terms of student learning, recent research has revealed new and interesting findings related to different domains of student learning that earlier research did not. In light of these conceptual and practical findings, it is important that teachers be granted access to the growth of knowledge in this burgeoning area of inquiry. To date, few scholars have disseminated to teachers the findings of existing research about simulations as it pertains to student learning, and to practitioners\u27 planning and practice. In this article, I provide an account of research on simulation that will be helpful to teachers. The paper includes five critical areas that seek to help teachers better understand what simulations are, their affordances and challenges, as well as suggestions relating to the implications for teachers\u27 curricular planning and implementation of simulations in their classrooms
Learning from Roger Simon: The work of Pedagogy in the Social Studies Curriculum
Get PDFThis paper conducts an affirmative reading of key constructs of pedagogy, ethics, culture and justice put forth in the texts of Roger Simon. Rereading these texts with, against and across the trajectory of one thinker\u27s thought, the article generates new possibilities for pedagogy in global and contemporary times. The paper demonstrates that reading affirmatively is a generative form of critical thinking that considers, deliberates and renews thought as an active ongoing and dialogical process of meaning making. This way of reading, as closely inhabiting the lines of the other\u27s thought, seeks to do justice to the lifework of this remarkable thinker and contributes a view of reading the other\u27s words as a vital to thinking, learning, teaching and acting in the world
Grains of Truth: A Rumination and Poem for Roger Simon
Get PDFAs a young teacher in a small town in Newfoundland where everybody claimed to know everything worth knowing, where fundamentalism raised its voracious, even rapacious, head with violent hunger, I needed wise voices who could call me to other possibilities, visions, and stories. Roger Simon was one of the most important wise voices I heard.
As a graduate scholar I gravitated to a circle of scholars I knew as the critical pedagogues, the romantic radicals, a club of apparently cool scholars who questioned everything (and I was on a tireless quest of questioning), but in the midst of that often cacophonous circle, the two scholars I most admired were Paulo Freire and Roger Simon
The Transitional Space of History: Reflections on the Play of Roger Simon\u27s Remembrance Pedagogy
Get PDFThis paper reads Roger Simon\u27s concept of "transactional memory" in relationship to D.W. Winnicott\u27s theory of "transitional space" to examine the emotional dimensions of making historical significance. Drawing on a personal memory of archival study with Simon, I suggest that his attention to the ethical qualities of remembrance at the same time offers a theory of remembrance as a work of creative play that sets into motion the painful and hopeful process of working through the anguish of loss
Remembering in a Context of Forgetting: Hauntings and the Old Durham Road Black Pioneer Settlement
Get PDFThis paper explores the data produced from an oral history project about a Black pioneer settlement in Grey County, Ontario. Twelve area residents were interviewed and the data produced points to various community practices of both remembering and forgetting. I employ Avery Gordon\u27s (2008) theorization of ghosts and hauntings to make sense of the gaps, silences, and contradictions that populated the interviews. The paper ends with a consideration of Roger Simon\u27s (2000, 2005) plea for a practice of remembrance that is both ethical and pedagogical
Unsettling 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 a Truth and Reconciliation Commission. Despite the public acknowledgement, 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 life-long 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
Inheritance as Intimate, Implicated Publics: Building Practices of Remembrance with Future Teachers in Response to Residential School Survivor Testimonial Media and Literature
Get PDFIn this article, I contextualize and outline my use of testimonial literature, including orature, by residential school survivors in a preservice course focused on building practices of witness as study (Simon & Eppert, 2005). My theorization of the course curriculum and pedagogy draws on key texts by Roger Simon as a means of proposing pedagogical strategies that teacher educators and teachers in Canada might bring to their classrooms as we take up the invitation of the Truth and Reconciliation Commission to engage the broader Canadian society in the task of publicly witnessing and commemorating the testimonies of First Nations, Inuit and Métis (FNIM) residential school survivors