The place of history education in schools has sparked heated debate in Canada. Is history dead? Who killed it? Should history be put in the service of nation? Can any history be truly inclusive? This volume advances the debate by shifting the focus from what should be included in history education to how we should think about and teach the past. In this book historians and educators discuss the state of history education research and its implications for classrooms, museums, virtual environments, and public institutional settings. They develop a comprehensive research agenda both to help students learn about the past and to understand how we construct history from its infinite possibilities.
Penney Clark is an associate professor in the Department of Curriculum and Pedagogy at the University of British Columbia and director of the History Education Network/Histoire et education en reseau. Contributors: Penney Clark, Margaret Conrad, Nicki Darbyson, Kent den Heyer, Marc Andre Ethier, Gerald Friesen, Viviane Gosselin, Kevin Kee, David Lefrancois, Jocelyn Letourneau, Stephane Levesque, Michael Marker, Tom Morton, Ken Osborne, Carla Peck, Ruth Sandwell, Alan Sears, Peter Seixas, and Amy von Heyking