3. Whose Public? Whose Memory? Racisms, Grand Narratives and Canadian History

Stanley, Timothy J.

doi:10.3138/9781442657212-005

Cited by 21 publications

(7 citation statements)

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“…Canadian history. Tim Stanley (2006) describes how Eurocentric grand narratives have become deeply embedded in the collective memory of many Canadians through various sources including mass media, school curricula, museums, monuments and plaques, public ceremonies, and popular history books. Grand narratives are "common sense" historical interpretations that explain and legitimate knowledge about the past and cement identity and membership in the "imagined community" of Canada.…”

Section: Commemoration Controversies Also Challenge Broadly Accepted Understandings Ofmentioning

confidence: 99%

The Case for Commemoration Controversies in Canadian History Education

Gibson

2021

CJE/RCE

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Commemorations are events or actions that honour and memorialize significant events, people, and groups from the past. In recent years there have been numerous contentious debates about commemorations of historical events and people in countries around the world, including Canada. In this article I argue that commemoration controversies should be an essential part of teaching and learning history in K–12 schools because they have the potential to be meaningful and relevant for students, they address civic education competencies central to history and social studies curricula in Canada, and they provide rich opportunities for advancing students’ historical consciousness and historical thinking. In the final section of the article I describe how six second-order historical thinking concepts can be used to invite students to think historically about commemorations. Keywords: historical commemorations, public history, history teaching and learning, citizenship education, history education, historical consciousness, historical thinking, social studies education

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Section: Commemoration Controversies Also Challenge Broadly Accepted Understandings Ofmentioning

confidence: 99%

The Case for Commemoration Controversies in Canadian History Education

Gibson

2021

CJE/RCE

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“…In social studies education, textbooks often reflect grand narratives (Schick & St. Denis, 2005;Stanley, 2006), mythistories (Letourneau, 2006), heroification of prominent political or historical figures (Loewen, 1995), or the villainification of single actors (van Kessel & Crowley, 2017;van Kessel & Plots, 2019). These ideological filters influence the portrayal of historical events, such as the Holocaust (e.g.…”

Section: Social Studies Textbooksmentioning

confidence: 99%

Analysis of Orientalist Discourse in an Alberta Social Studies Text Resource

Edmondson

2021

CSS

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The aim of this paper is to explore how the Alberta Social Studies 30-1 textbook, Perspectives on Ideology (Fielding et al., 2009) can contribute to orientalist discourse in its presentation of Islam, especially with respect to terrorism, extremism, and illiberalism—three concepts that appear in the Alberta Social Studies Program of Study. Using a content and discourse analysis, the study found three central findings that contributed to an orientalist framing of Islam: a lack of nuanced discussion of Islam; positioning Islam as a source of terrorism; and a lack of acknowledgement of wrongdoing following injustices perpetrated towards Muslims in Canada. This study concludes by offering ways in which social studies curricular support materials may interrogate to disrupt orientalist discourse, and challenges social studies educators to critically examine the limitations of some of the most common resource materials at their disposal.

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“…I situate myself as a Pakistani-Canadian, and Muslim woman who has been deeply inspired by the traditions and spiritual practices of Sufism 1 . Much of my K-12 schooling trajectory was plagued by experiences of frustration, sadness, and anxiety in response to how the hidden curriculum, through the presentation of curricular outcomes, grand narratives (Stanley, 2006) in textbooks, determined who I was supposed to be. I often felt as though I could only identify myself in singular ways so as to appease and placate my teachers' discomfort with difference.…”

Section: The Researchmentioning

confidence: 99%

Encountering Difficult Knowledge and the Curricular and Pedagogical Significance of Holism

Kasamali

2021

ASSERT

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3. Whose Public? Whose Memory? Racisms, Grand Narratives and Canadian History

Cited by 21 publications

References 0 publications

The Case for Commemoration Controversies in Canadian History Education

The Case for Commemoration Controversies in Canadian History Education

Analysis of Orientalist Discourse in an Alberta Social Studies Text Resource

Encountering Difficult Knowledge and the Curricular and Pedagogical Significance of Holism

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