By Laura Madokoro Dear readers, Sometimes the present appears in the history classroom. And so, this post is a reflection about being sad and being a historian more than anything else (though I have a few words to say about pedagogy), and so I thank you in advance for your indulgence. Like many others, I was deeply saddened to learn… Read more »
This is part of an ongoing series of reflections from the Manitoulin Island Summer Historical Institute (MISHI) By: Natalie Cross, Alyssa Kaminski, and Urvi Maheshwari Beginning an undergraduate education can be uncomfortable. After several years of attending classes, however, the experience becomes common, perhaps banal. For the most part we attend three hours of classes per course each week. They… Read more »
By Craig Heron Historians have become increasingly attuned to the role of performance in history. Many of us have written about the pomp and pageantry of the powerful, the theatre of the high courts, the processions of urban respectability, the rituals of resistance among the poor and powerless. We have been much more reticent, however, about using theatre to present… Read more »
On October 24, 2019, Active History commenced a series on education “after” residential schools with an article written by Clinton Debogorski, Magdalena Milosz, Martha Walls and Karen Bridget Murray. The series is open-ended. Active History welcomes additional contributions on related themes. This is the second part of a two-part reflection from Huron University College at Western University. By Amy Bell,… Read more »
On October 24, 2019, Active History commenced a series on education “after” residential schools with an article written by Clinton Debogorski, Magdalena Milosz, Martha Walls and Karen Bridget Murray. The series is open-ended. Active History welcomes additional contributions on related themes. By Magdalena Milosz I remind Until I fall. Rita Joe, “Hated Structure”[1] Throughout my undergraduate education in architecture, I… Read more »
On October 24, 2019, Active History commenced a series on education “after” residential schools with an article written by Clinton Debogorski, Magdalena Milosz, Martha Walls and Karen Bridget Murray. The series is open-ended. Active History welcomes additional contributions on related themes. By Martha Walls I am an historian who has studied the impact of Government of Canada policies and actions… Read more »
Evan Habkirk When the Conservative government under Doug Ford came into power in June 2018, they immediately began rolling back curriculum revisions by the Ontario Ministry of Education. Two subject areas affected by these actions were the new sexual education curriculum and the addition of increased Indigenous content to the social studies, history, geography and civics curricula. Although parents, educators,… Read more »
Editorial Note: This article introduces a series of reflections to be published on Active History in the weeks to come. It is also an invitation for additional contributions that relate to the themes sketched out below. By Clinton Debogorski, Magdalena Milosz, Martha Walls, and Karen Bridget Murray We are settler-colonial educators writing to settler-colonial educators against the backdrop of “decades… Read more »
Cheryl Thompson Years ago, my former Banting-postdoctoral supervisor Stephen Johnson, Professor Emeritus at the Centre for Theatre, Drama and Performance Studies at the University of Toronto was to appear on a radio talk show to explore the question, “Why has there been a resurgence in the use of blackface in contemporary society?” The interview never took place because seemingly more… Read more »
Paul Ward On a cold Monday morning in late autumn last year, nearly 30 first-year undergraduate History students from Edge Hill University visited the Playhouse Theatre in Williamson Square, Liverpool, UK. They delivered informal short presentations about major historical events including Napoleon at Waterloo, the rule of Margaret Thatcher, the suffragettes, and other historical figures such as Marie Curie. This… Read more »
