NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1204872
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1916-0666
Teaching History for Truth and Reconciliation: The Challenges and Opportunities of Narrativity, Temporality, and Identity
Miles, James
McGill Journal of Education, v53 n2 p294-311 2018
This paper argues that history educators and teachers are uniquely implicated in the Truth and Reconciliation Commission's Calls to Action through their responsibility to teach Indigenous and Canadian history, including the injustices of settler colonialism. After examining the politics of Canada's ongoing truth and reconciliation process, this paper articulates three conceptual challenges for history education in pursuit of reconciliation: narrativity, temporality, and identity. This paper concludes by suggesting possible pedagogical opportunities for each of these challenges, taking into consideration a historical thinking approach to teaching and learning now embedded in most provincial and territorial curricula.
McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada