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Pastplay
A collection of scholars and teachers of history unpack how computing technologies are transforming the ways that we learn, communicate, and teach.
The Palgrave Handbook of History and Social Studies Education
This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.
Makúk
John Lutz traces Aboriginal people’s involvement in the new economy, and their displacement from it, from the arrival of the first Europeans to the 1970s. Drawing on an extensive array of oral histories, manuscripts, newspaper accounts, biographies, and statistical analysis, Lutz shows that Aboriginal people flocked to the workforce and prospered in the late nineteenth century. He argues that the roots of today’s widespread unemployment and “welfare dependency” date only from the 1950s, when deliberate and inadvertent policy choices – what Lutz terms the “white problem” drove Aboriginal people out of the capitalist, wage, and subsistence economies, offering them welfare as “compensation.”
History Wars and The Classroom
The book is entitled History Wars in the Classroom: Global Perspectives and examines how ten separate countries have experienced debates and disputes over the contested nature of the subject, for example the 'Black Armband' and 'Whitewash' factions in Australia who adopt opposingly celebratory or denigratory views of Australian history, especially when evaluating episodes of poor racial relations. There are also tensions between traditional/patriotic views of history teaching and reformed or 'new' history. There are issues of political control of the curriculum and parallel issues of who writes it (very topical in England at the moment over two expat 'big picture' historians who work at Harvard and Columbia (Niall Ferguson and Simon Schama)).
Into the House of Old
Davies' study of institutional life is multi-textured, informed by social and architectural theory while telling us much about daily life in these facilities. We learn about angry rebellion and harsh discipline, fun and festivals, death and compassion. And we see how the twentieth century witnessed the gradual withdrawal of these institutions from the life of the community, further enhancing the marginal place of the old age home in our society. Chronicling the evolution of professional ideas about residential care facilities and an innovative program to move elderly patients out of acute care hospital beds, Into the House of Old provides a context for understanding this problematic institution as both an offspring of the poor law and a product of the post-Second World War expansion of state medical services.
Settling and Unsettling Memories
Settling and Unsettling Memories analyses the ways in which Canadians over the past century have narrated the story of their past in books, films, works of art, commemorative ceremonies, and online. This cohesive collection introduces readers to overarching themes of Canadian memory studies and brings them up-to-date on the latest advances in the field. With increasing debates surrounding how societies should publicly commemorate events and people, Settling and Unsettling Memories helps readers appreciate the challenges inherent in presenting the past. Prominent and emerging scholars explore the ways in which Canadian memory has been put into action across a variety of communities, regions, and time periods. Through high-quality essays touching on the central questions of historical consciousness and collective memory, this collection makes a significant contribution to a rapidly growing field.
Diaspora in the Countryside
From the 1930s to the 1980s, the North American countryside faced a profound cultural transformation in which a once-unified rural society became fragmented and dispersed. Families wishing to remain on the farm were required to accept new levels of automation, while others, unwilling or unable to make the change, migrated to nearby towns or regional cities. The cultural reformulation that resulted saw the emergence of a genuine rural diaspora. The growing cultural and physical separation was especially true for close-knit, ethno-religious communities, Mennonites, in particular. Forced into regional cities, the kaleidoscopic urban culture further fragmented the Mennonites into disparate socia...
New Possibilities for the Past
The place of history in school curricula has sparked heated debate in Canada. Is Canadian history dead? Who killed it? Should history be put in the service of nation? Can any history be truly inclusive? New Possibilities for the Past advances the debate by shifting the focus from what should be included in a nation’s history to how we should think about and teach the past. Museum educators, secondary school teachers, historians, and history educators document the state of history education research. They go on to consider the implications of the research for classrooms from kindergarten to graduate school and in other contexts such as museums, virtual environments, and public institutional settings. This book takes into consideration the perspectives of indigenous peoples, the citizens of Quebec, and advocates of citizenship education. This volume sets a comprehensive research agenda for educators, policy-makers, and historians to help students learn about and, more importantly, understand the significance of the past.
The Arts and the Teaching of History
This book closely examines the pedagogical possibilities of integrating the arts into history curriculum at the secondary and post-secondary levels. Students encounter expressions of history every day in the form of fiction, paintings, and commemorative art, as well as other art forms. Research demonstrates it is often these more informal encounters with history that define students’ knowledge and understandings rather than the official accounts present in school curricula. This volume will provide educators with tools to bring together these parallel tracks of history education to help enrich students’ understandings and as a mechanism for students to present their own emerging historical perspectives.
Bridging Theory and Practice in Teacher Education
This book addresses both the concerns of teacher candidates and their misconceptions about the relation of theory and practice in education. The contributors to this volume share the belief that theories provide teachers with a frame of reference and a language with which to name and critically analyze many of the problems they face daily. The significance of theory is in its ability to define the problems that teachers face, clarify their confusions, and suggest possible solutions to these problems. Once educational theories are viewed as guides to thought and instruments of interpretation rather than as established facts, it becomes clear that they cannot simply be plugged into a particula...
