Teaching and Learning the Legacy of Residential Schools for Remembering and Reconciliation in Canada

Autor/in	Wallace-Casey, Cynthia
Titel	Teaching and Learning the Legacy of Residential Schools for Remembering and Reconciliation in Canada
Quelle	In: History Education Research Journal, 19 (2022) 1, Artikel 4 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wallace-Casey, Cynthia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Indigenous Populations; Canada Natives; Racism; Residential Schools; Cultural Maintenance; History Instruction; Cultural Awareness; Culturally Relevant Education; World Views; World History; Perspective Taking + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Rassismus; Heimschule; History lessons; Geschichtsunterricht; Cultural identity; Kulturelle Identität; World view; Weltanschauung; Weltgeschichte; Zukunftsperspektive
Abstract	In 2015, the Truth and Reconciliation Commission (TRC) of Canada released a Final Report containing 94 Calls to Action. Included were calls for reform in how history is taught in Canadian schools, so that students may learn to address such difficult topics in Canadian history as Indian Residential Schools, racism and cultural genocide. Operating somewhat in parallel to these reforms, social studies curricula across Canada have undergone substantial revisions. As a result, historical thinking is now firmly embedded within the curricula of most provinces and territories. Coupled with these developments are various academic debates regarding public pedagogy, difficult knowledge and student beliefs about Canada's colonial past. Such debates require that researchers develop a better understanding of how knowledge related to Truth and Reconciliation is currently presented within Canadian classrooms, and how this may (or may not) relate to historical thinking. In this paper, I explore this debate as it relates to Indian Residential Schools. I then analyse a selection of classroom resources currently available in Canada for teaching about Truth and Reconciliation. In so doing, I consider how these relate to Peter Seixas's six concepts of historical thinking (Seixas and Morton, 2013), as well as broader discussions within Canada about Indigenous world views, historical empathy and Reconciliation. (As Provided).
Anmerkungen	UCL Press. University College London, Gower Street, London WC1E 6BT; e-mail: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/history-education-research-journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01