Kirk Niergarth
Author’s Note: Alberta’s new draft K-6 curriculum, released in the spring of 2021, has unleashed a flurry of criticism. The Jason Kenney-led United Conservative government has followed through on their 2019 election promise to scrap an ambitious curriculum re-development project initiated by a Progressive Conservative government in 2008 and continued by the NDP government after 2015. The new draft curriculum was produced much more rapidly with aid of a panel of expert advisors, including, controversially, historian C.P. Champion.
Since the draft was made public in March, it has drawn criticism from parents, teachers, and scholars. Carla Peck of the University of Alberta, in particular, has published several incisive critiques and others have argued that the curriculum is developmentally inappropriate and contains numerous factual errors. A number of analyses have been compiled here and news coverage here. On 28 June, the Calgary Public Library organized a panel of Mount Royal University faculty to comment on the draft curriculum. As the only historian on the panel, naturally, I looked to the past to recall a previous moment when Alberta curriculum experienced dramatic changes and became, briefly, a pedagogical outlier in Canada, leading all the provinces in its embrace of “progressive” education. The text of my brief remarks follows:
In K-6 Social Studies, the new Alberta draft curriculum changes the existing program of study in terms of content, but more profoundly in terms of educational philosophy. It represents, in my estimation, the biggest shift of this kind since the traditional subjects of history, geography, and civics were merged to become “Social Studies” in 1936. The new curriculum, alberta.ca proclaims, will help students “develop gratitude for the sacrifices of those who came before…and a pride in the free, prosperous, peaceful and welcoming society that they built and that students have the responsibility to carry forward.” The key concepts here: gratitude, pride, and responsibility are not absent from the current curriculum nor from the original 1936 Social Studies version, but the degree to which they have eclipsed developing skills and fostering critical inquiry represents a significant change.