Abstracts
Abstract
This study explores how K–12 history curricula across Canada currently address—and may better address in future—decolonizing imperatives. Following a consideration of the limitations and strengths of curricula in this regard, the article identifies five recommendations for (re)designing history and social studies curricula with decolonizing goals in mind: (1) challenge hegemonic narratives, (2) value Indigenous ways of knowing and being, (3) reflect on privilege and positionality, (4) engage in the ethical dimension, and (5) focus on the future. Each recommendation is informed by the empirical study of curricula, and positioned in relation to scholarly conversations about the responsibility of history education that seeks to respond to calls for decolonization.
Keywords:
- decolonizing,
- curriculum analysis,
- history education,
- social studies education,
- K–12 education
Résumé
Cette étude explore comment les programmes d’histoire de la maternelle à la terminale, à travers le Canada, répondent aux impératifs de décolonisation, et comment ils pourraient mieux les aborder à l’avenir. Après avoir examiné les limites et les forces des programmes à cet égard, l’article propose cinq recommandations pour (re)concevoir les programmes d’histoire et d’études sociales en tenant compte des objectifs de décolonisation : (1) remettre en question les récits hégémoniques ; (2) valoriser les façons autochtones de savoir et d’être ; (3) réfléchir aux notions de privilèges et de position ; (4) s’engager dans la dimension éthique ; et (5) se concentrer sur l’avenir. Chaque recommandation s’appuie sur une étude empirique des programmes et s’inscrit dans le cadre de discussions scientifiques sur la responsabilité de l’enseignement de l’histoire qui vise à répondre aux appels à la décolonisation.
Mots-clés :
- décolonisation,
- analyse de programmes d’enseignement,
- histoire,
- sciences sociales,
- éducation de la maternelle à la terminale
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Appendices
Biographical notes
Dr. Sara Karn is a Postdoctoral Fellow in the Department of History at McMaster University. She conducts research for the SSHRC Partnership funded project Thinking Historically for Canada’s Future. Sara received her PhD from Queen’s University in 2023, and her research focuses on historical empathy and the affective dimensions of history education. Her research, publishing, and teaching spans the fields of history and social studies education, experiential learning, and environmental and climate change education. Sara’s research has been published in The Social Studies, the History Education Research Journal, Historical Encounters, Rethinking History, the Canadian Journal of Environmental Education, and the Canadian Journal of Education. She is also a certified K-12 teacher in Ontario and has taught social studies education and environmental education at the postsecondary level.
Dr. Kristina R. Llewellyn is Professor of History and the Wilson College of Leadership and Civic Engagement at McMaster University. She is a member of the Royal Society of Canada’s College of New Scholars, Artists, and Scientists. Her teaching and research addresses history, civics, and justice in education. Dr. Llewellyn is the award-winning author of five books, including Oral History, Education, and Justice: Possibilities and Limitations for Redress and Reconciliation(Routledge, 2019). She is Director of the project Digital Oral Histories for Reconciliation: The Nova Scotia Home for Colored Children History Education Initiative (www.dohr.ca) and Executive Member of the project Thinking Historically for Canada’s Future (www.thinking-historically.ca). Dr. Llewellyn is a regular commentator for local and national media on education issues.
Dr. Penney Clark is a history educator, historian of education, and professor in the Department of Curriculum and Pedagogy at the University of British Columbia. She was Director of The History Education Network/Histoire et éducation en réseau (THEN/HiER), a $2.1 million project funded by the Social Sciences and Humanities Research Council of Canada, for ten years. Her most recent scholarly book publication is The Arts and the Teaching of History: Historical F(r)ictions, co-authored with Alan Sears (Palgrave MacMillan, 2020). She is co-editor with Roland Case of Learning to Inquire in History, Geography, and Social Studies; An Anthology for Secondary Teachers (4th ed.) (The Critical Thinking Consortium, 2020) and Learning to Inquire in Social Studies: An Anthology for Elementary Teachers (4th ed.) (The Critical Thinking Consortium, 2021), which are used in teacher education programs across Canada. She is currently the Co-Lead of the Curriculum and Resources Cluster for Thinking Historically for Canada’s Future, a SSHRC Partnership funded project.
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