by Rose Fine-Meyer In yesterday’s post, Seneca undergrad Jvalin Vijayakumaran found that there has been a cursory integration of women in the current grade 7 & 8 Ontario history curriculum. His research supports what scholars have found since the 1970s, that women’s historical experiences are either missing or are limited in their inclusion in school history textbooks and resources. The… Read more »
In recognition of International Women’s Day on March 8, and the celebration of Women’s History Month in March in both the USA and UK (Women’s History Month in Canada takes place in October), this post shares the findings of an undergraduate student from Seneca College about whether women in the grade 7 and 8 Ontario history curriculum were “significant.” Spoiler… Read more »
February is one of my favourite months. Not only do red and pink hearts predominate, but there is a proliferation of events, displays, and articles celebrating the contributions of Black Canadians as part of Black History Month. Growing up in the southern United States and in the Caribbean, I was introduced to the richness of Black history as a young… 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 »
Geoff Read, Tom Peace, and Tim Compeau As the most recent professors in Huron University College’s signature first-year course, History 1801E, “Controversies in Global History,” we have struggled for several years with an issue that appears to plague university instructors far and wide: many of our students are not doing the readings for their weekly tutorials. This poses quite a… Read more »
Andrew Nurse Last fall I had the good fortune to attend a regional workshop and conference on post-secondary teaching and learning, or as it now increasingly called: the scholarship of teaching and learning in higher education (STLHE). For me, the highlight of my weekend was watching a fawn walk in front of my car — seemingly without a care in… 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 »
By Frank Cogliano On a recent trip to Sweden I encountered an elderly gentleman out walking his dog. We engaged in a brief conversation. Hearing my accent, he detected that I was an Anglophone and asked me if I’m English. “No,” I replied, “American.” He broke into a smile, laughed, and made a Nazi salute and said, “Trump!” We continued… Read more »
Being a historian is as much about being an educator as a researcher. And yet, most academic historians receive little to no training in pedagogy. Though there are many history education resources aimed k-12 teachers, there is substantially less for those interested in critically engaging with history education at the post-secondary level. During their tenure, THEN/HiER and the Historical Thinking… Read more »
https://activehistory.ca/wp-content/uploads/2017/05/History-Slam-Episode-99-Digital-History-Open-House.mp3Podcast: Play in new window | DownloadBy Sean Graham A new semester started for me yesterday as I’m teaching an introductory survey course this summer. Something was different when I walked into the room, though – there were no laptops or tablets. All the students had paper and pens and while some did use their phones to take photos of… Read more »
