Search results for: Den Heyer Kent
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Reverberating Echoes: Challenging Teacher Candidates to Tell and Learn From Entwined Narrations of Canadian History
The authors report on a study with teacher candidates to illustrate the importance of explicitly engaging with the ways in which students' historical subjectivity depart from dominant historical narratives of a nation-state’s development so as to potentially derive alternative meanings of shared pasts from marginalized perspectives. The authors identify several tensions involved in work with multiple perspectives that shape historical narratives: a struggle to avoid culturally reductive or stereotypical images of otherness, the taming of historical complexity for ease of communication, and something of a fraught encounter with the dissonance as a reverberating echo at the heart of historical identifications and perspectives.
Updated: Aug. 05, 2013
Sticky Points: Teacher Educators Re-examine their Practice in light of a New Alberta Social Studies Program and its Inclusion of Aboriginal Perspectives
In this study, a group of teacher educators converse about their teaching practice in light of a new provincial K-12 program of social studies. The most noteworthy feature of this new program is its explicit call for teachers to include Aboriginal and Francophone perspectives as they teach to the program's two central themes of “identity” and “citizenship”. The author reads teacher educators' conversations about their practice to identify a set of educational questions that the author argues speak both to and beyond this specific programmatic context.
Updated: Jan. 31, 2010