New Possibilities for the Past: Shaping History Education in Canada (2011) Penney Clark, editor
Notice bibliographique
Résumé
In my early days as a graduate student, I was invited to a function associated with the Governor General Awards for History.It was billed as a venue where researchers and educators could exchange notes about pedagogy and history.The guests of honour were those recognized as being the most successful history teachers in the country.I assumed, naively, that this arrangement would make it a cordial gathering where the professoriate would come down from their ivory tower to mingle with their allies in the trenches of high schools and elementary schools across the country.To my surprise, once the opening formalities were over, the event turned into a stern lecture by professors-many of who had never taught outside of the academy-about the poor quality of history education in elementary and secondary schools.As an in-service secondary school history teacher and a graduate student in history, I found this exchange confusing, frustrating, and problematic.I would like to say that this event was an isolated incident.However, my own experiences in tower-trench relations over the last six years indicate that this kind of dialogue is often the norm and cuts both ways, with secondary and elementary school educators frequently painting academics as navel-gazers who have little interest in the realities of the primary or secondary classroom.If a conversation happens to transpire between these reluctant allies, it is too often uneasy and punctuated by a sense of mutual mistrust, if not outright hostility.The History Education Network (THEN/HIER) has worked to create a forum for productive and mutually supportive dialogue between stakeholders.Thus, Penney Clark's edited collection, New Possibilities for the Past: Shaping History Education in Canada (2011) filled me with a sense of excitement and trepidation.My initial concern resulted from examining the authors' biographies.Only two contributors indicated any classroom experience outside of tertiary education.Fortunately, their positionality was generally not a hindrance to producing accessible, useful, and academically rigorous content.As I read the chapters, it became clear that Clark and the other contributors did a nuanced job of writing what can easily stand as one of the most important and lucid collections on history education in Canada.The first section focuses on historiography, while offering little new information for most academic historians, or history education scholars, grounds the later parts of the book in a shared understanding of content.Margaret Conrad's essay has the added utility for secondary and elementary school teachers of highlighting more recent trends in historiography.The one caveat is Conrad's decision to dismiss postmodernism by reducing it to "a form of scepticism"
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,016 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».