Active History

By Jamie Trepanier, co-chair Canadian Historical Association’s Active History group

“One way of making education more holistic is to get outside the classroom and off the campus. It interrupts the programming that twelve years of classroom conditioning automatically call up; the change in environment changes everything. The class becomes a social unit; students become more fully rounded human beings not just people who either know the answer or don’t know it. Inside the classroom, it’s one kind of student that dominates; outside, it’s another. Tying course content to the world outside offers a real-world site for asking theoretical questions; it answers students’ need to feel that their education is good for something other than a grade point average.  And it begins to address the problem of the student who has no conception of what is possible after graduation…” – From A Life in School by Jane Tompkins, Duke University, Addison Wesley Longman, 1996 (from Service Learning website at St. Francis Xavier University)

Since joining the Active History CHA group a year ago I have been wrestling with the concept of what it means to be an “active historian”. While the teaching of history is an evident tool of engagement for the historian, and has been the subject here of some wonderful posts about the many diverse and fascinating projects currently on the go, I am still left with a familiar question I have had since my days as an idealistic undergraduate history student; how to mesh our sense of civic engagement/political activism/social responsibility with our interests and skills as aspiring/professional historians and, for those of us who want and actually get teaching positions, future educators? Continue reading →