Current Centre Student Associate

Lindsay Gibson, Department of Curriculum and Pedagogy, UBC
lindsay.s.gibson@gmail.com

Statement of research interests:

I am a Ph.D. Candidate and have recently completed my dissertation research proposal and plan to begin my research in November 2012. I have taught social studies methods courses to pre-service teachers at UBC Okanagan in 2008, and at UBC Vancouver in 2009 and 2010. Currently, I am working as a member of the Instructional Leadership Team in School District #23 (Kelowna, British Columbia) where I previously taught secondary school history and social studies for eleven years. I have worked with the Historical Thinking Project since 2008 as a leader of a pilot district that used historical thinking concepts to teach students about the Interwar period in Canada, and as a presenter at a variety of conferences, workshops and professional development days. Since 2008 I have also worked as a writer and editor for a variety of The Critical Thinking Consortium (TC2) history education projects including History Docs, Historical Tools for Thought, Thinking about History Take 2 videos, World War I Internment, Chinese Canadian Stories – Uncommon Histories from a Common Past, and the Komagata Maru: Continuing the Journey. In 2012 I have also worked as a consultant for government curriculum revision projects in British Columbia and Saskatchewan.

Since history became mandatory in public schools over a century ago, ethical judgments have been recognized as one of the most important purposes for teaching history. Despite the ubiquitous presence of and support for ethical judgments in schools and the proliferation of historical thinking research in the last thirty years, there has been little to no focus on the second-order historical thinking concept of ethical judgment, whether it concentrates on students' understandings, or teachers’ teaching. My doctoral dissertation examines history teachers' beliefs about ethical judgments and the factors that influence these beliefs, the different ways that ethical judgments are present in history classes, and how teachers and students approach and handle ethical judgments in their history classes. My research interests in history education also include pre-service teacher education, curriculum development, teacher change, and assessment and evaluation. 

a place of mind, The University of British Columbia

Centre for the Study of Historical Consciousness
Faculty of Education
Scarfe Building, Room 1326
2125 Main Mall
Vancouver, BC Canada V6T 1Z4

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