東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Teaching and Learning for Historical Justice: A Comparative Case Study of Four Sites of History Education in Canada.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching and Learning for Historical Justice: A Comparative Case Study of Four Sites of History Education in Canada./
作者:	Miles, James.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	342 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
標題:	Social sciences education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28712914
ISBN:	9798496549059

Teaching and Learning for Historical Justice: A Comparative Case Study of Four Sites of History Education in Canada.
Miles, James.

Teaching and Learning for Historical Justice: A Comparative Case Study of Four Sites of History Education in Canada. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 342 p.

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2021.

This item must not be sold to any third party vendors.

Recently, Canadian governments and public institutions have initiated a wide range of symbolic gestures and policy reforms aimed at reconciling historical injustices. Reforming history education to teach Canada's difficult past has been a key priority in this movement, leading to curricular changes and the development of new resources across the country. This dissertation explores four case studies that consider history education's role in making sense of past injustice and pursuing historical justice and redress in Canada. The four case studies include a curriculum reform process in British Columbia, two grade 9 social studies classrooms engaging with the difficult past, a university field school and bus tour, and a temporary exhibit at the Royal Ontario Museum focused on a difficult history. Drawing on theories of settler colonialism, multidirectional memory, and historical consciousness, this comparative case study illustrates the relationship between teaching and learning difficult history amid a culture of redress in Canada. This dissertation argues that history education's new roles and responsibilities for helping to right historical wrongs present specific challenges and opportunities for teachers and learners. In particular, this dissertation argues that issues of identity, group memory, and collective responsibility are all brought into focus when educators and learners engage the difficult past. This dissertation raises questions and makes suggestions about the possible roles and limitations for social studies and history education in pursuit of reconciliation and redress in post-conflict and settler colonial contexts.

ISBN: 9798496549059Subjects--Topical Terms:

2144735
Social sciences education.
Subjects--Index Terms:

Difficult history

Teaching and Learning for Historical Justice: A Comparative Case Study of Four Sites of History Education in Canada.
LDR:02983nmm a2200421 4500 001 2351091
005 20221107085252.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798496549059
035 $a (MiAaPQ)AAI28712914
035 $a AAI28712914
040 $a MiAaPQ $c MiAaPQ
100 1 $a Miles, James. $0 (orcid)0000-0003-3209-0410 $3 3690639
245 1 0 $a Teaching and Learning for Historical Justice: A Comparative Case Study of Four Sites of History Education in Canada.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 342 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
500 $a Advisor: Sandwell, Ruth.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Recently, Canadian governments and public institutions have initiated a wide range of symbolic gestures and policy reforms aimed at reconciling historical injustices. Reforming history education to teach Canada's difficult past has been a key priority in this movement, leading to curricular changes and the development of new resources across the country. This dissertation explores four case studies that consider history education's role in making sense of past injustice and pursuing historical justice and redress in Canada. The four case studies include a curriculum reform process in British Columbia, two grade 9 social studies classrooms engaging with the difficult past, a university field school and bus tour, and a temporary exhibit at the Royal Ontario Museum focused on a difficult history. Drawing on theories of settler colonialism, multidirectional memory, and historical consciousness, this comparative case study illustrates the relationship between teaching and learning difficult history amid a culture of redress in Canada. This dissertation argues that history education's new roles and responsibilities for helping to right historical wrongs present specific challenges and opportunities for teachers and learners. In particular, this dissertation argues that issues of identity, group memory, and collective responsibility are all brought into focus when educators and learners engage the difficult past. This dissertation raises questions and makes suggestions about the possible roles and limitations for social studies and history education in pursuit of reconciliation and redress in post-conflict and settler colonial contexts.
590 $a School code: 0779.
650 4 $a Social sciences education. $3 2144735
650 4 $a Curriculum development. $3 684418
650 4 $a History. $3 516518
650 4 $a Social studies education. $3 3422293
650 4 $a Museum studies. $3 2122775
653 $a Difficult history
653 $a Historical injustice
653 $a History education
653 $a Memory
653 $a Settler colonialism
653 $a Social studies education
653 $a Reconciliation
653 $a Redress
690 $a 0534
690 $a 0727
690 $a 0578
690 $a 0730
710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $3 2095033
773 0 $t Dissertations Abstracts International $g 83-06A.
790 $a 0779
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28712914