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Reshaping Canadian History Education in Support of Reconciliation
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Reshaping Canadian History Education in Support of Reconciliation
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Journal Article
Reshaping Canadian History Education in Support of Reconciliation
2019
Overview
Scholars disagree about the implications of the Truth and Reconciliation Commission’s Calls to Action for history educators and curriculum developers. Some scholars contend that responding to these Calls to Action requires rejecting the discipline of history and historical thinking approaches currently being implemented in history and social studies curricula in several Canadian jurisdictions because they are derived from an ethnocentric Western epistemology. In this article, we propose three significant and important changes to Canadian history education in support of reconciliation, some of which are already underway, albeit imperfectly, and each of which can be implemented without radical epistemological restructuring.
Le point de vue des chercheurs diverge concernant les implications, pour les professeurs d’histoire et les responsables de développement de programmes, des Appels à l’action émis par la Commission de vérité et réconciliation du Canada. Certains chercheurs soutiennent que répondre à ces Appels à l’action demande de rejeter le programme d’histoire et les approches de pensées historiques actuellement implantés dans les programmes d’études sociales et d’histoire de plusieurs provinces et territoires canadiens, puisque ceux-ci découlent plutôt d’une épistémologie ethnocentrique occidentale. Cet article propose trois changements importants et significatifs à apporter dans l’éducation à l’histoire canadienne afin de soutenir la réconciliation, certains d’entre eux, bien qu’imparfaits, étant déjà en cours de réalisation, et chacun d’eux pouvant être mis en œuvre sans restructuration épistémologique radicale.
