Samantha Cutrara Digital History (or Digital Humanities and/or Social Sciences, more generally) has exciting possibilities for knowledge mobilization, community engagement, and access to primary documents and secondary analysis. I see Digital History (Humanities/Social Sciences) as being more public-facing than traditional engagements in the discipline(s) because of how the emphasis on the digital forces a more networked approach to both the… Read more »
To conclude our summer hiatus of reposts we are showcasing the series which we have hosted over the past year. Many thanks to all of our series editors and contributors. History Curriculum series, coordinated by Samantha Cutrara The Lost Stories Project, coordinated by Ronald Rudin The Spanish Flu theme week, in partnership with the Defining Moments Canada project Income Tax… Read more »
By the end of this week, students across Canada will be out of school. During their school year, students in Canada would have learnt from the provincially mandated curricula as well as professional attempts at engaging in work of truth and reconciliation. However, while we can talk about the curriculum in our schools, any formal education young people have gained have… Read more »
A series coordinated by Samantha Cutrara looking at history and social studies curriculum across Canada. More information about this series can be found in the introductory post, “Do you know what the children are learning?“ Catherine Dery, Quebec History Curriculum: A program with inconsistencies, June 6, 2018 Lindsay Gibson and Carla Peck, The Place of History in Alberta Social Studies Curriculum, May… Read more »
By Allana Mayer There are lots of digital divides. There is a literacy divide (understanding the production of the things you see), an access divide (having the infrastructure in the first place), and then there are representation divides – seeing people like you in the materials that circulate online. As archives and heritage organizations increasingly digitize and share their unique historical… Read more »
This month in our history education series, I’ll be looking at Manitoba’s social studies curriculum. A review of their website and recent news articles suggests that Manitoba strives to be student-centric and responsive in their curriculum. Last year, Manitoba established a new Indigenous-focused school system with a new curriculum, and while most of the provinces heard the call to action… Read more »
This month, I wanted to take a break from reviewing the provinces’ History and Social Studies curricula to return to a question I posed in a 2011 blog post following the data collection for my doctoral dissertation. The question is: Who is History education for? Seven years on, I feel no closer to an answer and feel like, in many ways, exploring… Read more »
As part of our History curriculum series, and as a complement to December’s post on collaborative curricula, Cynthia Wallace-Casey discusses New Brunswick’s unique diverse, regional, and bilingual approach to History and Social Studies curricula. As the only officially bilingual province in Canada, New Brunswick holds a unique position regarding history education and collaborative curriculum development. In this province, it is as… Read more »
By Samantha Cutrara Should Canadian students be taught with the same history curriculum across the country? I often hear this question posed – sometimes in jest, sometimes in seriousness – at the end of a conference or symposium or in the comments section of an article. It is not currently a very active debate, but this question always seems to teeter on the… Read more »
By Samantha Cutrara As a contributing editor for Active History, this year I will be exploring the Canadian history curriculum across the country. Conceptualized as a series, each post will build and develop off the findings of the others, so that we may conclude in June with some critical ideas about how Canadian history is designed to be taught and… Read more »
