‘Our History Syllabus Has Us Gasping’: History in Canadian Schools B Past, Present, and Future

Osborne, Ken

doi:10.3138/chr.81.3.403

Cited by 14 publications

(9 citation statements)

References 64 publications

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“…We would benefit from asking how teaching history can both face up to these difficult pasts while maintaining a sense of present-future efficacy (Osborne, 2000). Dissecting students and teachers' conceptualizations of evil opens up the potential to affect historical thinking and avoid fatalism, fostering agency and hope.…”

Section: Discussionmentioning

confidence: 99%

Evil, Agency, and Citizenship Education

Heyer

Kessel

2016

mje

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We all have a sense of evil, but many of us do not ponder its nature or the ways in which our beliefs about evil shape what we teach and learn about the actions of citizens in historical or contemporary times. We argue that the word and concept of evil can be detrimental to the development of good citizens when it is used as a political and educational shibboleth to shut down critical thought about traumatic historical and contemporary events. Read through the work of Hannah Arendt and Alain Badiou, however, a pedagogical engagement with our understandings of evil offers an opportunity to learn from difficult events in a way that might inform contemporary action towards a less violent future.Nous possédons tous une conscience du mal. Or, plusieurs d’entre nous ne réfléchissent pas à sa nature ou aux manières dont celui-ci influence ce que nous enseignons ou apprenons sur les actions citoyennes, dans un contexte historique ou contemporain. Nous croyons que le mot et le concept du mal peuvent nuire au développement de bons citoyens. En effet, ce mot et ce concept peuvent être utilisés comme muselière politique et éducative (shibboleth), mettant un terme à toute pensée critique exercée envers des faits historiques ou des événements contemporains traumatisants. Cependant, à la lumière des ouvrages d’Hannah Arendt et Alain Badiou, allier l’engagement pédagogique à notre compréhension du mal offre la possibilité d’apprendre des événements difficiles de manière à potentiellement influencer les actions d’aujourd’hui, dans l’optique d’un avenir moins violent

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Section: Discussionmentioning

confidence: 99%

Evil, Agency, and Citizenship Education

Heyer

Kessel

2016

mje

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“…Today's debate is, in fact, the fifth time in the last 100 years that history teaching has been the subject of public scrutiny (Osborne 2000a(Osborne , 2001). The first occurred in the 1890s, when educationists and others worried that Canada lacked a national spirit and that the waves of new immigrants might endanger Canada's emerging sense of national identity.…”

Section: Proposals For Reformmentioning

confidence: 97%

Teaching history in schools: A Canadian debate

Osborne¹

2003

Journal of Curriculum Studies

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“…In this sense, schooling is an instrument in the enterprise of citizenship, providing an institutional implementation of modernist notions of equality and universality of opportunity, and is consequently criticized for enabling and propagating a status quo that benefits those who enjoy a degree of capital. However, while Isin and Wood's reminder of Marshall's exposure of the reproduction of inequities systemic in public education raises important alarm bells and Olssen's recognition of the unequal distribution of power within state sponsored school systems is significant, according to Osborne (2000), the process of creating national citizens has and will continue to be fraught with divergent and competing interpretations as schooling has never been a simple matter of imposing and reinforcing the hegemony of the dominant class. Yet, as Glass (2000) identifies, there is a key paradox inherent to schooling.…”

Section: Citizenship and Schoolingmentioning

confidence: 99%