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Becoming a History Teacher
Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.
The Palgrave Handbook of History and Social Studies Education
This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.
Historical Foundations of Education
This volume considers history as a foundational discipline in education. It shows how history is a means for exploring what it means to be human by considering those stories, sources, forces, and contexts that shape the way we construct narratives. History is more than content, no matter what we might recall from our experiences in schools. The volume shows how studying history is one means of uncovering why institutions, beliefs, policies, and practices are as they are. Educational structures are, like all things, mutable. History empowers the individual to be an actor in this process of change and to act judiciously. About the Educational Foundations series: Education, as an academic field...
Anti-Americanism and the Limits of Public Diplomacy
Contrary to the view held by many who study American foreign policy, public diplomacy has seldom played a decisive role in the achievement of the country's foreign policy objectives. The reasons for this are not that the policies and interventions are ill-conceived or badly executed, although this is sometimes the case. Rather, the factors that limit the effectiveness of public diplomacy lie almost entirely outside the control of American policy-makers. In particular, the resistance of foreign opinion-leaders to ideas and information about American motives and actions that do not square with their pre-conceived notions of the United States and its activities in the world is an enormous and perhaps insurmountable wall that limits the impact of public diplomacy. This book does not conclude that public diplomacy has no place in the repertoire of American foreign policy. Instead, the expectations held for this soft power tool need to be more realistic. Public diplomacy should not be viewed as a substitute for hard power tools that are more likely to be correlated with actual American influence as opposed to the somewhat nebulous concept of American standing.
Oral History and Education
This book considers if and how oral history is ‘best practice’ for education. International scholars, practitioners, and teachers consider conceptual approaches, methodological limitations, and pedagogical possibilities of oral history education. These experts ask if and how oral history enables students to democratize history; provides students with a lens for understanding nation-states’ development; and supports historical thinking skills in the classrooms. This book provides the first comprehensive assessment of oral history education – inclusive of oral tradition, digital storytelling, family histories, and testimony – within the context of 21st century schooling. By addressing the significance of oral history for education, this book seeks to expand education’s capacity for teaching and learning about the past.
National Images and United States-Canada Relations
This book explores the psychological–cultural dimension of the United States–Canada relationship by analyzing how each country has viewed the other. Drawing on a wide range of data, including primary sources, secondary literature, and survey research, the methodology is historical/analytical, seeking to explicate and understand how Americans and Canadians, and their elites, have viewed one another from the moment they were launched on separate trajectories, why they developed and held such ideas, and what consequences these images had for the bilateral relationship between the countries. American and Canadian images of the other have deep roots and are, in many respects, recognizably the...
New Possibilities for the Past
The place of history in school curricula has sparked heated debate in Canada. Is Canadian history dead? Who killed it? Should history be put in the service of nation? Can any history be truly inclusive? New Possibilities for the Past advances the debate by shifting the focus from what should be included in a nation’s history to how we should think about and teach the past. Museum educators, secondary school teachers, historians, and history educators document the state of history education research. They go on to consider the implications of the research for classrooms from kindergarten to graduate school and in other contexts such as museums, virtual environments, and public institutional settings. This book takes into consideration the perspectives of indigenous peoples, the citizens of Quebec, and advocates of citizenship education. This volume sets a comprehensive research agenda for educators, policy-makers, and historians to help students learn about and, more importantly, understand the significance of the past.
Creating Citizens
This work examines how Albertans have interpreted themselves and their world through history and social studies curricula and texts from 1905 to 1980, and shows that these courses, more than others, addressed issues of identity by creating the country and region's past.
My Most Memorable Teacher
My Most Memorable Teacher presents stories of 100 outstanding Alberta teachers. These heartfelt tributes from former students range across time and space, from the province's early years to the dawn of the 21st century. Here are 100 educators who shaped the knowledge and character of individual students, and contributed to the dynamic development of our province. My Most Memorable Teacher is the centennial story project of the Faculty of Education at the University of Calgary, one of many activities built around the theme of "Celebrate Teachers: 1905-2005." With Hon. Peter Lougheed as honorary chair, a panel of judges, drawn from Alberta's literary, historical and educational communities, selected these stories from hundreds of inspiring submissions from former students. Launched in November 1905, the Calgary Normal School evolved over the years into today's Faculty of Education, University of Calgary, which continues to prepare quality teachers for the 21st century.
