Unsettled histories: Transgressing History education practice in New Brunswick, Canada

IF 0.5 Q1 HISTORY

Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education Pub Date : 2021-05-06 DOI:10.52289/HEJ8.206

James Rowinski, A. Sears

引用次数: 0

Abstract

In this paper, we examine national trends in Canadian history education with regard to decolonising history education and how those trends have been manifested in the context of the province of New Brunswick’s Anglophone education system. We begin with outlining three key characteristics of Canadian history education: it has been assimilationist and destructive for the languages, cultures, and collective memories of Indigenous Peoples; it has turned in recent years to an emphasis on teaching historical thinking; and there is an ongoing scholarly and professional debate in Canada about the best way to include attention to Indigenous Peoples and their history in Canadian schools. We show how these trends have been and are present in New Brunswick and argue that unsettling traditional approaches to history education involves rethinking approaches to historical content and processes as well as taking seriously the capacity of young people to engage deeply with the past.

查看原文本刊更多论文

未解决的历史:加拿大新不伦瑞克省的历史教育实践

在本文中，我们研究了加拿大历史教育在非殖民化历史教育方面的国家趋势，以及这些趋势是如何在新不伦瑞克省的英语教育系统中表现出来的。我们首先概述了加拿大历史教育的三个关键特征：它对土著人民的语言、文化和集体记忆具有同化和破坏性；近年来，它已转向强调历史思维的教学；加拿大正在进行一场学术和专业辩论，讨论在加拿大学校中关注土著人民及其历史的最佳方式。我们展示了这些趋势在新不伦瑞克是如何过去和现在的，并认为令人不安的传统历史教育方法涉及重新思考历史内容和过程的方法，以及认真对待年轻人深入参与过去的能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Historical Encounters-A Journal of Historical Consciousness Historical Cultures and History Education HISTORY-

CiteScore

0.80

自引率

33.30%

发文量

审稿时长

10 weeks

期刊介绍： Historical Encounters is a blind peer-reviewed, open access, interdsiciplinary journal dedicated to the empirical and theoretical study of: historical consciousness (how we experience the past as something alien to the present; how we understand and relate, both cognitively and affectively, to the past; and how our historically-constituted consciousness shapes our understanding and interpretation of historical representations in the present and influences how we orient ourselves to possible futures); historical cultures (the effective and affective relationship that a human group has with its own past; the agents who create and transform it; the oral, print, visual, dramatic, and interactive media representations by which it is disseminated; the personal, social, economic, and political uses to which it is put; and the processes of reception that shape encounters with it); history education (how we know, teach, and learn history through: schools, universities, museums, public commemorations, tourist venues, heritage sites, local history societies, and other formal and informal settings). Submissions from across the fields of public history, history didactics, curriculum & pedagogy studies, cultural studies, narrative theory, and historical theory fields are all welcome.