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 »
By Skylee-Storm Hogan and Krista McCracken with Andrea Eidinger This post is part of a Beyond the Lecture mini-series, dedicated to the issue of teaching Indigenous history and the inclusion of Indigenous content in the classroom. Our goal is to provide resources for educators at all levels to help navigate the often fraught terrain of teaching Indigenous content. Several studies… Read more »
By Jim Clifford Today in Canada you can legally distribute, download and create new editions of George Orwell’s 1984, Rachel Carson’s Silent Spring, Vita Sackville-West’s Passenger to Teheran, Georges Lefebvre’s work on the French revolution, Ian Fleming’s Bond novels, Ernest Hemingway’s many short stories and novels, and for all the fans of the staples thesis, the works of Canadian political… Read more »
By Jill Colyer When I first started teaching I didn’t feel very successful in my history classroom. (Of course, it is hard to feel successful at all when you first start teaching because the entire experience is overwhelming and incredibly difficult.) After a few years, my feeling that something was missing in my history classes hadn’t gone away. I didn’t… Read more »
Where does digital literacy fit in the university curriculum and how should it be taught?
Do laptops have a place in the lecture hall? An ongoing debate has raged over whether they do. I believe that we need to reframe our teaching approach as adult education and adapt to the use of technology.