By Gabriel A. Reich In his two part series, posted on Active History earlier this month, Stéphane Lévesque puts forward a “new approach” to considering the role of historical monuments as an object of study in history education. That approach frames the pedagogy of historical monuments as a historiographical problem that can be best approached using the tools of historical… Read more »
This is the second part of an essay that ran last Tuesday. Read Part 1 here. By Stéphane Lévesque I believe that every citizen of Canada, from students to adults (including political leaders), would gain from a progression towards more sophisticated forms of historical consciousness that encourage critical distance and informed opinions, and cultivate the capacity to “digest complexity” –… Read more »
By Stéphane Lévesque “One of the things we heard very clearly from the Indigenous family members” says recently re-elected Victoria Mayor Lisa Helps (2018), “is that coming to city hall… and walking past John A. Macdonald every time, feels contradictory. And if the city is serious about reconciliation, which I would say we are, then one important thing we do… Read more »
By Peter Seixas After all is said and done, and The Historical Thinking Project has been laid to rest, the biggest question in history education is still up for grabs. What is history education for? Leaving aside whether it is well taught or poorly taught, what are we aiming for? Here is a smattering of possibilities, as they surface from… Read more »
