
Source: Yvette de Chavez
Editor’s Note: In 2019, Active History celebrated its 10th anniversary by posting some of our most popular pieces from each of the previous ten years. To reflect on ten years of Active History at the start of this new year, we asked Dr. Adele Perry, former president of the Canadian Historical Association (CHA), to share some of her thoughts. The post below also appears on the CHA’s Teaching – Learning blog.
Adele Perry
With thanks to Sarah Nickel and Laura Madokoro for their help.
How we teach Canada’s histories has changed in the decade that Active History and its counterpart Histoire engagée have been online. Active History went live the same year that Canada’s Truth and Reconciliation Commission (TRC) was established as part of the Indian Residential Schools Settlement Agreement. Active History found its feet as Idle No More changed conversations in the winter of 2012-2013, as the TRC issued its final report in 2015, and as decades of activism around murdered and missing Indigenous women, girls and two-spirited people resulted in the federal government calling the National Inquiry on Murdered and Missing Indigenous Women, which began in 2016 and released its final report in 2019.
That Canada’s past looks radically different from an Indigenous perspective is hardly a new observation. In her contribution to an Active History series featuring the work of Indigenous scholars, Mary Jane Logan McCallum reminds us of the venerable “tradition of Indigenous engagement in and critique of education,” one that has observed, corrected, measured, and taken action, and will continue to do so.[1]
Significant changes to provincial elementary and secondary school curriculum speak to this advocacy, especially in the years following the TRC.[2] That these can be rolled back in the name of austerity is made clear by the sudden cancellation of Ontario’s planned curriculum revision in 2018.[3] This decade of change and advocacy has also shaped the teaching of Canadian history at a post-secondary level. Some departments – and the University of Winnipeg is exemplary here — have developed a concerted and thoughtful process of decolonization, one that has gone beyond the particularities of Canadian scholarship.[4] Individual instructors like Carmen Nielson of Mount Royal University have rethought and revised their classroom practices . The recent appearance of tenure-track positions designated for Indigenous historians in Canadian departments suggests that the long-standing gap between the presence of Indigenous history as a subject and the presence of Indigenous people as practitioners is beginning to be acknowledged. Much more needs to be done to meaningfully address the underrepresentation of Indigenous, Black and racialized scholars, and the heightened expectations and demands those scholars face in the academy. Continue reading






In March, 1969, a then 70-year old Golda Meir came out of retirement to serve as Israeli Prime Minister following the sudden death of Levi Eshkol. The country’s first female Prime Minister, Meir was dubbed the ‘Iron Lady’ of the Middle East. During her five years in office, Israel experienced several events that continue to influence public opinion and policy, including the 
