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New possibilities for the past : shaping history education in Canada
\"This collection explores and articulates the landscape of history education research and practice in Canada. It does this to help define and refine the research agenda in history teaching and practice, which at the present time take place against a backdrop of public concern about Canadians' abysmal knowledge of their own history and a perceived need for more, and then even more, Canadian history in schools. It is crucial that scholarly research be pursued thoughtfully and in a cohesive manner and that classroom practice be informed by the finding of this research.\"--Intro.
Book
New Possibilities for the Past
Canadian historians and educators discuss current debates about history education and historical knowledge to develop an innovative agenda for research and practice in the new millennium.
eBook
Physics and the Rise of Scientific Research in Canada
The teaching of engineering and a change in liberal arts curricula, both stimulated by industrial growth, encouraged the creation of specialized courses in the sciences. By the 1890s, Gingras argues, trained researchers had begun to appear in Canadian universities. The technological demands of the First World War and the founding, in 1916, of the National Research Council of Canada (NRC) accelerated the growth of scientific research. The Transactions of the Royal Society of Canada could no longer publish everything submitted to it because of the disproportionately large number of research papers from the fields of science. In response, the NRC created the Canadian Journal of Research, a journal specifically dedicated to the publication of scientific research. By 1930, a stable, national system of scientific research was in place in Canada.
eBook
Capitalizing Knowledge
Interpreting the path of the future is made easier by understanding the past. In light of this adage, Capitalizing Knowledge examines the history of Canadian business faculties in their search for professional legitimacy. As the title suggests, this volume is an overview of the development of business schools in Canadian universities. Business faculties have different characteristics; some are noted for generating management research, while others generate interaction with the business community. Some programs are famous for their MBA graduates, others for their undergraduate students. This collection of essays describes the critical events that have defined the character of these faculties and societies of business education in Canada over the course of the twentieth century. Eight universities are profiled, including Queen's, York, and the University of Toronto. In addition, the development of the Administrative Sciences Association of Canada (ASAC) is traced.
The first book of its kind, Capitalizing Knowledge contains original research by some of the leading Canadian business school academics, who describe how these programs have evolved. The contributors all note the particular importance of organization culture and values in moulding the actions of faculty members. They also highlight the difficulties associated with establishing a body of knowledge in business management and transforming that knowledge to suit ever-changing business organizations and industry at large.
eBook
A Cold War Tourist and His Camera
Martha Langford and John Langford examine their father's apparently innocuous photographic experience, revealing the complexity of both the images and their creator. An intelligent and personal look at the ways that the historical and the private are represented and remembered, A Cold War Tourist and His Camera stages the family slide show as you've never seen it before.
eBook
The comparative turn in Canadian political science
This volume is the first sustained attempt to describe, analyze, and assess the \"comparative turn\" in Canadian political science.
eBook
Curriculum, Culture, and Art Education
Through international case studies, this book explores the causes and effects of historical and contemporary cultural changes in art education.
A general broadening of content and methods, a renewed emphasis on student interests, and diverse critical perspectives can currently be seen internationally in art curricula. This book explores ways that visual culture in education is helping to move art curricula off their historical foundations and open the field to new ways of teaching, learning, and prefiguring worlds. It highlights critical histories and contemporary stories, showing how cultural milieu influences and is influenced by the various practices that make up the professional field inside and outside of institutional borders. This book shows students how contemporary art educators are responding, revising, and re-creating the field.
eBook
Schooling the System
As schools continue to grapple with creating diverse educational programs for all Canadians, Schooling the System is a timely excavation of the meaningful contributions of black women educators who helped create equitable policies and practices in schools and communities.
eBook
Demythologising the Frontier Wars
By ensuring students are digitally literate, thinking ethically and critically, and sharing ideas through collaboration and connection with their peers, we can leverage the 'artificial' of GAI to promote students' personal and social growth.7 Through teacher-guided historical inquiry, students can explore and develop the skills and knowledge of historical thinking. An example is the Australian Curriculum's inclusion of 'Deep Time Australia' in Year 7 History.12 This reform allows History teachers to more readily 'connect students with the songlines of pre-1788 Australia' to show students that 'the country upon which they live has a deep history'.13 Principle 4 and Principle 5 come into play here: the importance of giving voice in our classrooms to First Nations perspectives, and the need to recognise 'life in all its complexity'; that is, to acknowledge that no history is binary, and every individual (whether in a historical source or peers within the classroom) brings with them a set of experiences, values and beliefs that shape their actions and understandings. In a world that is increasingly divided, that has openly rejected an invitation for reconciliation, and in which GAI can perpetuate Indigenous harms, it is more vital than ever that teachers adopt pedagogical approaches that help students to engage appropriately and generously with our difficult shared histories.16 Teaching our history of the Frontier Wars means remembering that: ... the purpose of helping students recognise their place within systems of oppression is not to reduce them to guilt or shame, but to provide them with empowering knowledge that allows them to stand against these oppressive systems.17 Miles and Keynes explore the potential for teachers to take up structurally transformative orientations as a positionality that 'prior to engaging with the past ... has already articulated and imagined a better, more equitable world,' and actively 'seeks meaningful, revolutionary or systemic reforms'.18 This sits squarely within our call to teach History as a form of truth-telling yet pushes into a more ambitious space. Teaching History is not merely about transmitting knowledge or building historical thinking skills; it is deeply ethical and deeply political.
Journal Article