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Educational materials - The Teachers' Network for The Study of War and The Canadian Experience

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Educational materials - The Teachers' Network for The Study of War and The Canadian Experience

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History Is Hers: Women Educators in Twentieth Century Ontario: Helen D. Armstrong, Rebecca Priegert Coulter: 9781550592764: Amazon.com: Books

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History Is Hers: Women Educators in Twentieth Century Ontario: Helen D. Armstrong, Rebecca Priegert Coulter: 9781550592764: Amazon.com: Books

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This edited book is the result of an intensive study of women in education in Ontario, Canada. The objectives are: to tell the stories of the lives of women teachers; to challenge the myths, archetypes and stereotypes; analyze the diversity of women teachers with backgrounds of Aboriginal, Black, Immigrant, Francophone, and isolation; to explore how female teachers were shaped by ideological and structural constraints and resisted them, and how they exercised personal and local means as well as collective and provincial strategies in efforts to control and improve the conditions of their work.

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History Is Hers: Women Educators in Twentieth Century Ontario

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This edited book is the result of an intensive study of women in education in Ontario, Canada. The objectives are: to tell the stories of the lives of women teachers; to challenge the myths, archetypes and stereotypes; analyze the diversity of women teachers with backgrounds of Aboriginal, Black,...

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Publications - Faculty of Education - Western University

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Publications - Faculty of Education - Western University

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Session 16 : La pédagogie de l'histoire, la construction d'une nation, et la politique de la mémoire

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Session 16 : La pédagogie de l'histoire, la construction d'une nation, et la politique de la mémoire

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Education, Globalization and the Nation - Springer

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Education, Globalization and the Nation - Springer

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Ouvrage Education, Globalization and the Nation

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‘Globalization’ and ‘the Nation’ provide significant contexts for examining past educational thinking and practice and to identify how education has been influenced today. This book, written collaboratively, explores country case studies - Australia, Brazil, Canada, China, the UK and USA as well as discussing the transnational European Union.

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Sears, Alan | The History Education Network

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Sears, Alan | The History Education Network

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Page de Stephanie Anderson Redmond du Centre for the Study of Historical Consciousness

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Stephanie Anderson | University of British Columbia - Academia.edu

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Stephanie Anderson | University of British Columbia - Academia.edu

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Publications de Stéphanie Anderson Redmond

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Stephane Levesque | Faculte d'education | Universite d'Ottawa

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Stephane Levesque | Faculte d'education | Universite d'Ottawa

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Stéphane Lévesque - sa page à la Faculté d'éducation Université d'Ottawa

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Tweets de Stéphane Lévesque (@s_lvesque) – Twitter

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Tweets de Stéphane Lévesque (@s_lvesque) – Twitter

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Session 11 : Pratiques éducatives : opportunités pour desserrer ou maintenir les récits militaires en l'état

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Session 11 : Pratiques éducatives : opportunités pour desserrer ou maintenir les récits militaires en l'état

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Tweets de Mary Chaktsiris (@marychakk) – Twitter

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Tweets de Mary Chaktsiris (@marychakk) – Twitter

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Mary Chaktsiris | Wilfrid Laurier University

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Mary Chaktsiris | Wilfrid Laurier University

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Rose Fine Meyer, PhD | Lecturer: Master of Teaching Program (CTL) and Initial Teacher Education (ITE) at OISE/University of Toronto

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Rose Fine Meyer, PhD | Lecturer: Master of Teaching Program (CTL) and Initial Teacher Education (ITE) at OISE/University of Toronto

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Session 1 : Imagining Citizenship and Education

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Session 1 : Imagining Citizenship and Education

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Vendredi 28 octobre. Les intervenants de la session 1.

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Kristina Llewellyn | University of Waterloo - Academia.edu

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Kristina Llewellyn | University of Waterloo - Academia.edu

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Kristina R. Llewellyn | Renison University College

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Kristina R. Llewellyn | Renison University College

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Education

2008 SSHRC Post-doctoral Fellowship (Education), University of Ottawa

2006 PhD (Educational Studies), University of British Columbia

2002 MA (Theory and Policy Studies in Education), Ontario Institute for the Studies in Education, University of Toronto

2000 BEd, Queen's University

1999 BA (Hon.) (History), Queen's University

Research and teaching interests

Equity and Education; Oral History; History/Social Studies Education; History of Education; Gender History; Citizenship Education; Restorative Approaches to Education; Feminist Pedagogies; Teachers and Teaching; Virtual Reality and Education.

Courses taught in SDS

SDS 205R History of Education in Canada

SDS 220R Changing Concepts of Childhood

SDS 415R Gender and Education

SDS 425R Equity and Education

To learn more, please watch this short video about my research.
I am available for limited additional supervision of undergraduate and graduate students with projects that align with my current research projects and grants.

My interdisciplinary research tackles vital questions about education and justice. My current focus is on oral history as a path for the redress of historical harms through education (e.g., schools and museums). I am the author and co-editor of four books, including Democracy's Angels: The Work of Women Teachers and the award-winning Oral History, Education, and Justice. I am a regular media commentator on education issues, promoting nuanced understandings of policies and practices related to teaching and learning for an equitable society.

Published Books

Llewellyn, Kristina R. and Nicholas Ng-A-Fook, eds. Oral History, Education, and Justice: Limitations and Possibilities for Redress and Reconciliation. New York, NY: Routledge, 2019. (219 pages)

Llewellyn, Kristina R. and Nicholas Ng-A-Fook, eds. Oral History and Education: Theories, Dilemmas, and Practices. New York, NY: Palgrave Macmillan, 2017. (396 pages) [Book awarded the Canadian Oral History Association Prize]

Llewellyn, Kristina R., Alexander Freund, and Nolan Reilly, eds. The Canadian Oral History Reader. Montreal-Kingston, ON: McGill-Queen's University Press, 2015. (401 pages)

Llewellyn, Kristina R. Democracy's Angels: The Work of Women Teachers. Montreal-Kingston, ON: McGill-Queen's University Press, 2012. (218 pages)

Current research projects

Digital Oral History for Reconciliation: The Nova Scotia Home for Colored Children History Education Initiative (DOHR)

DOHR is a community-driven project, supported by SSHRC, that has created a history curriculum unit about the Nova Scotia Home for Colored Children. The curriculum includes a virtual reality experience centered on the oral histories of former residents of the Home. The project takes a restorative approach to the redress of historical harms in education. The curriculum was featured on CBC's The National. Currently, the research team is working with the Nova Scotia Black Cultural Centre to create an exhibit around DOHR, including a school resource kit. The team has also expanded, supported by a New Frontiers grant, to explore the use of haptics for storytelling in the museum exhibit.

Thinking Historically for Canada's Future

This national project, supported by a SSHRC partnership grant, is studying the state of history education in Canada. The team is identifying and developing evidenced-based practices for engaged history teaching and learning. The project will provide recommendations for reforms and innovations in history education. Currently, the research team is engaged in a comprehensive analysis of history curricula and textbooks/resources across Canada. In addition, I am co-editing with colleagues a collection on Women, Gender, and History Education in Canada.

Select awards, grants, and media engagements

Awards

2022-2029 - Membership, The Royal Society of Canada College of New Scholars, Artists, and Scientists (RSC).

2022 - Postsecondary Teaching Award, Oral History Association (OHA).

2021 - Outstanding Book Award, Society of Professors of Education.

2021 - Publication Award for Edited Book, Canadian Association of Foundations of Education (CAFE).

Grants

2023-30 SSHRC Partnership Grant ($2,500,000) (Co-Director). Staging Better Futures, Co-Director (PI, Dr. Jennifer Roberts-Smith, Brock University)

2022-27 Canada Foundation for Innovation (CFI) (Co-Applicant) ($125,000): Cave Automatic Virtual Environment Research Nodes (CAVERNs), Collaborator (PI, Dr. Neil Randall, University of Waterloo)

2021-23 New Frontiers in Research Fund (NFRF) - Exploration (Co-Applicant) ($250,000): Incorporating Social Justice into Haptic VR Storytelling, Co-applicant (PI, Dr. Oliver Schneider, University of Waterloo)

2020-23 SSHRC Partnership Development Grant ($199,998): La ville extraordinaire: Learning from older Montrealers' urban knowledge through oral history research-creation, Co-applicant (PI, Dr. Cynthia Hammond, McGill University)

2019-26 SSHRC Partnership Grant ($2,500,000): Thinking Historically for Canada's Future, Co-applicant, Executive Committee. Member, and Co-lead for Curriculum and Resources Cluster (PI, Dr. Carla Peck, University of Alberta)

2019−20 S SHRC Connection Grant (Collaborator) ($45,866) Project: Design for Peace (Tumaco) Exhibition and Workshop, Collaborator (PI, Dr. Jennifer Roberts-Smith, University of Waterloo)

2016−19 SSHRC Partnership Development Grant (Principal Investigator) ($199,027) Project: Digital Oral Histories for Reconciliation: The Nova Scotia Home for Colored Children History Education Initiative (DOHR), Principal Investigator (with community partners)

Media engagements

2022 - Interview with Robert Williams, The Record. 15 October. The Waterloo public board is really at the centre of the current culture war in Canadian education systems.

2022 - Interview with Casey Taylor, 19 July. City News. Nearly one-in-four local public school kids self-identify as part of 2SLGBTQIA+ community.

2022 - Interview with Mike Farwell, 19 July. CityNews 570 Radio. Provincially mandated student census offers glimpse into who is attending public schools in Waterloo Region.

2022 Interview with Robert Williams, 18 July. The Record. One in four public school students in the region identifies with at least one 2SLGBTQIA+ orientation, census finds.

2022 Interview with Johanna Weidner, 16 May. The Record. Educators focus on closing pandemic learning gap for Waterloo Region students.

2022 Interview with Maan Alhmidi. The Canadian Press. 25 January. University students struggling with impact of online classes as pandemic wears on. (+ other outlets, such as Windsor Star).

Llewellyn, K. R. " A Focus on Human Flourishing: Restoring a relational purpose of education in a post-pandemic Canada," Education Canada Magazine, 18 November 2021.

Llewellyn, K. R., and J. Llewellyn. " Connection, not real-time teaching, is priority for crisis education," The Star, 14 May 2020. (Print and Online)

Llewellyn, J. and K. R. Llewellyn. " A restorative approach is key for a new normal after COVID-19," Policy Options (IRPP), 15 June 2020.

Other positions

Special Projects Advisor and Member, Games Institute, University of Waterloo

Member, Department of History, University of Waterloo

Member, Ontario College of Teachers

Past-President, Renison Association of Academic Staff

Education

2008 SSHRC Post-doctoral Fellowship (Education), University of Ottawa

2006 PhD (Educational Studies), University of British Columbia

2002 MA (Theory and Policy Studies in Education), Ontario Institute for the Studies in Education, University of Toronto

2000 BEd, Queen's University

1999 BA (Hon.) (History), Queen's University

Research and teaching interests

Equity and Education; Oral History; History/Social Studies Education; History of Education; Gender History; Citizenship Education; Restorative Approaches to Education; Feminist Pedagogies; Teachers and Teaching; Virtual Reality and Education.

Courses taught in SDS

SDS 205R History of Education in Canada

SDS 220R Changing Concepts of Childhood

SDS 415R Gender and Education

SDS 425R Equity and Education

To learn more, please watch this short video about my research.
I am available for limited additional supervision of undergraduate and graduate students with projects that align with my current research projects and grants.

My interdisciplinary research tackles vital questions about education and justice. My current focus is on oral history as a path for the redress of historical harms through education (e.g., schools and museums). I am the author and co-editor of four books, including Democracy's Angels: The Work of Women Teachers and the award-winning Oral History, Education, and Justice. I am a regular media commentator on education issues, promoting nuanced understandings of policies and practices related to teaching and learning for an equitable society.

Published Books

Llewellyn, Kristina R. and Nicholas Ng-A-Fook, eds. Oral History, Education, and Justice: Limitations and Possibilities for Redress and Reconciliation. New York, NY: Routledge, 2019. (219 pages)

Llewellyn, Kristina R. and Nicholas Ng-A-Fook, eds. Oral History and Education: Theories, Dilemmas, and Practices. New York, NY: Palgrave Macmillan, 2017. (396 pages) [Book awarded the Canadian Oral History Association Prize]

Llewellyn, Kristina R., Alexander Freund, and Nolan Reilly, eds. The Canadian Oral History Reader. Montreal-Kingston, ON: McGill-Queen's University Press, 2015. (401 pages)

Llewellyn, Kristina R. Democracy's Angels: The Work of Women Teachers. Montreal-Kingston, ON: McGill-Queen's University Press, 2012. (218 pages)

Current research projects

Digital Oral History for Reconciliation: The Nova Scotia Home for Colored Children History Education Initiative (DOHR)

DOHR is a community-driven project, supported by SSHRC, that has created a history curriculum unit about the Nova Scotia Home for Colored Children. The curriculum includes a virtual reality experience centered on the oral histories of former residents of the Home. The project takes a restorative approach to the redress of historical harms in education. The curriculum was featured on CBC's The National. Currently, the research team is working with the Nova Scotia Black Cultural Centre to create an exhibit around DOHR, including a school resource kit. The team has also expanded, supported by a New Frontiers grant, to explore the use of haptics for storytelling in the museum exhibit.

Thinking Historically for Canada's Future

This national project, supported by a SSHRC partnership grant, is studying the state of history education in Canada. The team is identifying and developing evidenced-based practices for engaged history teaching and learning. The project will provide recommendations for reforms and innovations in history education. Currently, the research team is engaged in a comprehensive analysis of history curricula and textbooks/resources across Canada. In addition, I am co-editing with colleagues a collection on Women, Gender, and History Education in Canada.

Select awards, grants, and media engagements

Awards

2022-2029 - Membership, The Royal Society of Canada College of New Scholars, Artists, and Scientists (RSC).

2022 - Postsecondary Teaching Award, Oral History Association (OHA).

2021 - Outstanding Book Award, Society of Professors of Education.

2021 - Publication Award for Edited Book, Canadian Association of Foundations of Education (CAFE).

Grants

2023-30 SSHRC Partnership Grant ($2,500,000) (Co-Director). Staging Better Futures, Co-Director (PI, Dr. Jennifer Roberts-Smith, Brock University)

2022-27 Canada Foundation for Innovation (CFI) (Co-Applicant) ($125,000): Cave Automatic Virtual Environment Research Nodes (CAVERNs), Collaborator (PI, Dr. Neil Randall, University of Waterloo)

2021-23 New Frontiers in Research Fund (NFRF) - Exploration (Co-Applicant) ($250,000): Incorporating Social Justice into Haptic VR Storytelling, Co-applicant (PI, Dr. Oliver Schneider, University of Waterloo)

2020-23 SSHRC Partnership Development Grant ($199,998): La ville extraordinaire: Learning from older Montrealers' urban knowledge through oral history research-creation, Co-applicant (PI, Dr. Cynthia Hammond, McGill University)

2019-26 SSHRC Partnership Grant ($2,500,000): Thinking Historically for Canada's Future, Co-applicant, Executive Committee. Member, and Co-lead for Curriculum and Resources Cluster (PI, Dr. Carla Peck, University of Alberta)

2019−20 S SHRC Connection Grant (Collaborator) ($45,866) Project: Design for Peace (Tumaco) Exhibition and Workshop, Collaborator (PI, Dr. Jennifer Roberts-Smith, University of Waterloo)

2016−19 SSHRC Partnership Development Grant (Principal Investigator) ($199,027) Project: Digital Oral Histories for Reconciliation: The Nova Scotia Home for Colored Children History Education Initiative (DOHR), Principal Investigator (with community partners)

Media engagements

2022 - Interview with Robert Williams, The Record. 15 October. The Waterloo public board is really at the centre of the current culture war in Canadian education systems.

2022 - Interview with Casey Taylor, 19 July. City News. Nearly one-in-four local public school kids self-identify as part of 2SLGBTQIA+ community.

2022 - Interview with Mike Farwell, 19 July. CityNews 570 Radio. Provincially mandated student census offers glimpse into who is attending public schools in Waterloo Region.

2022 Interview with Robert Williams, 18 July. The Record. One in four public school students in the region identifies with at least one 2SLGBTQIA+ orientation, census finds.

2022 Interview with Johanna Weidner, 16 May. The Record. Educators focus on closing pandemic learning gap for Waterloo Region students.

2022 Interview with Maan Alhmidi. The Canadian Press. 25 January. University students struggling with impact of online classes as pandemic wears on. (+ other outlets, such as Windsor Star).

Llewellyn, K. R. " A Focus on Human Flourishing: Restoring a relational purpose of education in a post-pandemic Canada," Education Canada Magazine, 18 November 2021.

Llewellyn, K. R., and J. Llewellyn. " Connection, not real-time teaching, is priority for crisis education," The Star, 14 May 2020. (Print and Online)

Llewellyn, J. and K. R. Llewellyn. " A restorative approach is key for a new normal after COVID-19," Policy Options (IRPP), 15 June 2020.

Other positions

Special Projects Advisor and Member, Games Institute, University of Waterloo

Member, Department of History, University of Waterloo

Member, Ontario College of Teachers

Past-President, Renison Association of Academic Staff

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Kristina Llewellyn | Social Development Studies

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Josh Cole | Queen's University at Kingston - Academia.edu

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Josh Cole | Queen's University at Kingston - Academia.edu

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UNB is here

UNB is more than a collection of buildings. It's a collective of people. Read our stories of research, innovation, experiential learning, academic programs and student experience.

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Leading discovery and innovation since 1785. Choose from 75+ programs at the University of New Brunswick's two campuses. Discover your potential at UNB.

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Session 8 : Nations échouées: L'histoire de l'éducation colonial

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Session 8 : Nations échouées: L'histoire de l'éducation colonial

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Vendredi 28 octobre. Les deux personnes intervenant lors de cette session 8.

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Funke Aladejebi, "I Didn't Want to Be Anything Special. I Just Wanted to Teach School: A Case Study of Black Female Educators in Colchester, Ontario, 1960". | The Harriet Tubman Institute

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Funke Aladejebi, "I Didn't Want to Be Anything Special. I Just Wanted to Teach School: A Case Study of Black Female Educators in Colchester, Ontario, 1960". | The Harriet Tubman Institute

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Podcast and Reflection – Black Power with a Northern Touch: Black Radicalism in Toronto, 1950s-1970s – ActiveHistory.ca

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Podcast and Reflection – Black Power with a Northern Touch: Black Radicalism in Toronto, 1950s-1970s – ActiveHistory.ca

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On March 27th Funké Aladejebi, a PhD candidate at York University, told the compelling story of how black organizations in Toronto used education to combat racism by making connections to "Africa" and adapting the language of Black Power to a Canadian experience. Her talk was part of the 2013 History Matters series. You can click here to listen to a podcast of the talk. In what follows, Funké reflects on what inspired her dissertation topic on African Canadian Women Educators in Ontario, 1940s-1980s, which investigates the ways in which African Canadian women confronted and navigated socially constructed boundaries of racial alienation and inequality. The last talk of the series takes place at the Lillian H. Smith Branch of the Toronto Public Library on April 25th from 6:30-8pm. Historical sociologist Dr. Pamela Sugiman (Ryerson University) will present a lecture titled "And Life Goes On: Japanese Canadians, Memory, and Life after Internment." Click here for more information on this and other talks in the series. Note: Pamela Sugiman's talk has been postponed until further notice.
As a young woman attending university in Canada, I knew very little about African Canadian history outside of the mainstream discourses about the Underground Railroad and Harriet Tubman's perilous journey to Canada, better known as 'Canaan Land'. As a result of this narrow focus of black history in Canada, I knew even less about the ways in which blacks negotiated ideas of identity across varied regions of the country. Thus, when I read the works of famous black writers such as James Baldwin, Amari Barkara, and Maya Angelou, I understood them to be distinct Black American writers because, after all, that is where racial discontent and the black presence mattered most, right?

I could not be more wrong about this misconception; in fact, it was not until I entered graduate school that I became aware of the richness and depth of African Canadian history. When I began my dissertation research on African Canadian female educators in twentieth-century Canada, I became fascinated by the complex, contradictory and multiple ways in which African descended peoples negotiated blackness in Canada. So when I read that black militant leader Rocky Jones declared to Toronto Daily Star reporters in 1971 that Canada's black revolution was underway, I had never considered that black militant rhetoric was a feature in Canadian history or that it had a distinctly Canadian perspective.

In fact, by the late 1970s, many Canadians were shocked at this increasing black consciousness and militancy occurring in various parts of the country, especially in urban centres like Toronto where black immigration steadily increased following changes to Canada's immigration policy in 1969. While many Canadians believed racial discontent to be an isolated "American problem," Canada's growing black population recognized the paradox of national policies that discouraged Human Rights violations nationally but largely ignored blacks from obtaining full citizenship rights within its own borders. It is within this context that Toronto's growing Caribbean, African, and Canadian-born black populations adopted a more radical and Pan-Africanist stance to combat issues of prejudice and discrimination in housing, employment and education. Black Torontonians embraced pan-Africanism by maintaining a strong connection to "Africa" as diasporic peoples, and adopted and manipulated Black Power rhetoric to fashion a brand of radicalism unique to the city and pressing urban issues. In education in particular, African Canadians used Black Power to create educational initiatives such as the Black Education Project, the Thorncliffe Park School and the Black Peoples Conference. Each project was intended to advocate for political - and at times radical - action. Often younger in age and increasingly from the Caribbean and Africa, black Torontonian organizing at the time reflected a change in African Canadian activism and ideology that was influenced by age, place of birth, and the rise of Black Power publicity and rhetoric in the media.

The various cultural organizations and programs created during this time period worked to unify African Canadians across geographic boundaries, languages, and genders. The Black Peoples Conference held in Toronto in 1971 was one such initiative that worked to mobilize blacks in Canada and provide political direction. Spearhead by the National Black Action Committee and the National Council on Black Education and Culture, the conference hoped to unify Canadian-, Caribbean- and American-born blacks as "one". It was a clear attempt to move beyond individual action and mobilize as a large black political body in the Toronto area. As diasporic peoples, the overall theme of the conference was to 'have a free and united Africa, so that all Black people can be truly liberated.' Many believed that this recognition of unity despite difference would allow strong solidarity among blacks in Canada and grant them access to social influence and cultural power. The Black Peoples Conference would be one of many initiatives and organizations created in the 1970s to speak to the growing black consciousness developing amongst African Canadians in the city.

Despite this development among blacks in urban cities, African Canadians not only adopted, but also changed the language of the Black Power movement in relation to the Canadian context. In hopes of being viewed as less militant and less threatening, some of these organizations tried to emphasize a non-aggressive form of racial pride. It seems that the goal was not to take hold of equality by violent action, but to unify in such a way that African Canadians could no longer be ignored. Therefore, Black Power in Canada was different from its American counterpart given its ability to recognize and acknowledge its divergent black population; one that varied according to their geographic origins but remained connected to one another as diasporic peoples. The anti-colonial and liberation struggles that took place in their 'homelands' also exemplified the importance of collective action and gave them the organizing and ideological knowledge necessary to advocate for change within their local regions.

Black radicalism in Toronto also differed from the United States in that it did not foster large-scale social demonstrations, but rather smaller movements that varied depending on demography and the extent to which racial discrimination was felt in local areas. In the name of self-preservation and state support, the activism of blacks in Toronto did not reach the international notoriety that other movements in Africa, the United Steates and the Caribbean did. However, these organizations encouraged and motivated black educational equality through community activities and cultural projects.

Essentially, the legacy of black radicalism in Canada reveals the unevenness and richness of African Canadian lived experiences. Whether it be through Toronto based clothing brands like Live it Wear it or through community organizations like Black Action Defence Committee - Canada, black Torontonians, and African Canadians at large continue to build upon the legacies of African Canadian political activism and organizing through education.
Funké Aladejebi is is currently a Ph.D student (Year 5) in the Department of History at York University focusing on African-Canadian women as educators in the 20th century. Her Ph.D. dissertation will outline the importance of African Canadian women in sustaining their communities and preserving a distinct black identity within restrictive gender and racial barriers. Funke strongly believes in the importance of studying the past as an avenue for understanding the present.
2.Harold Hoyte, "Meet the dynamic Young woman behind big conference. Sister Akousa," Contrast Newspaper, March 20, 1971.

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Podcast and Reflection - Black Power with a Northern Touch: Black Radicalism in Toronto, 1950s-1970s

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By Funké Aladejebi On March 27th Funké Aladejebi, a PhD candidate at York University, told the compelling story of how black organizations in Toronto used education to combat racism by making conn...

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Inspired by and honouring place, we are a community-minded, globally engaged university where we transform ideas into meaningful impact.

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Alan Sears : Imagining Canada : State Policy and Practice for Shaping Canadien Identity 1940-1942 #CHEACHE2016 #TeachingNation – histoire lyonel kaufmann.ch

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Alan Sears : Imagining Canada : State Policy and Practice for Shaping Canadien Identity 1940-1942 #CHEACHE2016 #TeachingNation – histoire lyonel kaufmann.ch

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Session 1 : Imagining Citizenship and Education

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Vendredi 28 octobre 2016 : Enseigner la nation ? Histoire de l'éducation et politique de commémoration. Session 1 : Imagining Citizenship and Education.
Les Canadiens et les Québécois sont exposés à des atteintes majeures de réécriture de leur histoire et de nouveaux travaux sur la construction de la mémoire. S'y ajoute encore la question des minorités.

Pour l'unité du Canada, tous doivent être capable de dire avec fierté et avec sens : I AM a CANADIAN (1945).
1. Conquering Pioneers (Our History, 1953)
Leurs noms constituera toujours une page glorieuse de ce grand pays.
2. Réalité d'une Identité bilingue et bi-culturelle.
" Immigrants et groupes ethniques au Canada doivent réaliser que le Canada est bilingue par nature et doivent s'adapter à cette réalité " (Position du gouvernement canadien vis-à-vis des autres groupes ethniques du Canada. Département du secrétariat d'Etat, 1970).
3. Idéal pluraliste
Permettra à ces différents groupes ethniques de mieux s'identifier au Canada.
Les instruments pour mener cette politique

Enseignement des langues

Programmes d'échanges

Développement de matériel

Formation des enseignants

Conclusion

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Alan Sears : Imagining Canada : State Policy and Practice for Shaping Canadien Identity 1940-1942 #CHEACHE2016 #TeachingNation

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Vendredi 28 octobre 2016 : Enseigner la nation ? Histoire de l'éducation et politique de commémoration. Session 1 : Imagining Citizenship and Education. Les Canadiens et les Québécois sont ex...

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Since 2009 this website has given students access to various resources that have helped them enhance their understanding of concepts explored in class.

Using the above toolbar, students and parents/guardians are encouraged to explore various course pages, each filled with (hopefully) interesting handouts, pictures, maps, and other documents. Most resources used throughout the year will be posted to this site.

If you have any questions or concerns, please don't hesitate to contact me at [email protected].

Mr. N. Tidridge
Department of Canadian and World Studies
Waterdown District High School

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Waterdown District High School teacher Mr. Tidridge's website

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Cynthia Comacchio | Wilfrid Laurier University

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Cynthia Comacchio | Wilfrid Laurier University

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Profil de Cynthia Comacchio (table ronde)

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Contributions de Natasha Henry (table ronde)

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Welcome

The Harriet Tubman Institute is committed to the study of the past as it is linked to the present experience of Africans and its Diasporas from multidisciplinary and interdisciplinary perspectives.

Thus, the Institute's research program brings to light the diversity of Africans and its Diasporas. It joints to the necessity that we understand the diversity of Blackness and what Blackness means in the Canadian context. It offers York faculty members and students a unique niche of knowledge that exposes the richness and diversity of Africans and people of African descent's experience in Canada and globally.

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The Harriet Tubman Institute | The Harriet Tubman Institute at York University

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The Harriet Tubman Institute is committed to the study of the past as it is linked to the present experience of Africans and its Diasporas from multidisciplinary and interdisciplinary perspectives. Thus, the Institute's research program brings to light the diversity of Africans and its Diasporas.

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Mark Humphries | Wilfrid Laurier University

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Mark Humphries | Wilfrid Laurier University

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Mark Humphries, participant à la table ronde sur la politique de commémoration

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Confronting the Secret Path and the Legacy of Residential Schools – ActiveHistory.ca

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Confronting the Secret Path and the Legacy of Residential Schools – ActiveHistory.ca

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Contribution de Sean Carleton participant à la première table ronde