The place of history education in schools has sparked heated debate in Canada. Is history dead? Who killed it? Should history be put in the service of nation? Can any history be truly inclusive? This volume advances the debate by shifting the focus from what should be included in history education to how we should think about and teach the past. In this book historians and educators discuss the state of history education research and its implications for classrooms, museums, virtual environments, and public institutional settings. They develop a comprehensive research agenda both to help students learn about the past and to understand how we construct history from its infinite possibilities.
Penney Clark is an associate professor in the Department of Curriculum and Pedagogy at the University of British Columbia and director of the History Education Network/Histoire et éducation en réseau.
Contributors: Penney Clark, Margaret Conrad, Nicki Darbyson, Kent den Heyer, Marc André Ethier, Gerald Friesen, Viviane Gosselin, Kevin Kee, David Lefrançois, Jocelyn Létourneau, Stéphane Lévesque, Michael Marker, Tom Morton, Ken Osborne, Carla Peck, Ruth Sandwell, Alan Sears, Peter Seixas, and Amy von Heyking
This excellent book contains outstanding contributions on history education, relating not only to Canadian issues but also to educational debates taking place in different continents. Its chapters are without doubt insightful tools for developing a reflective point of view about the role of historical contents in our increasingly globalized and multicultural societies.