The Historical Thinking Summer Institute
6-11 July 2015, Vancouver, BC
It is offered through UBC’s Centre for the Study of Historical Consciousness, in collaboration with the Museum of Vancouver, where the Institute will be held. It is designed for teachers, graduate students, curriculum developers and museum educators who want to enhance their expertise at designing and teaching history courses and programs with explicit attention to historical thinking. Participants will explore substantive themes of aboriginal-settler relations and human-nature relations over time.
Optional course credit is offered through the University of British Columbia.
A limited number of travel bursaries are available on a competitive basis (see http://thenhier.ca/en/content/thenhier-funding-programs).
Michael Cromer Memorial Lecture:
Historical Consciousness and the Australian History Wars
by CSHC Visiting Scholar
Anna Clark, Australian Centre for Public History, University of Technology, Sydney
Tuesday, 17 March 2015, 4:15-5:30 pm, UBC, Faculty of Education, Scarfe 310
Australian history has become increasingly contested in recent decades, with heated public debates over national commemorations, history curricula and museum exhibits. The question is, do these so-called 'history wars' resonate beyond the limited public sphere in which they play out? What do ‘ordinary people' think of their history in light of these politicised debates over the past? By way of answer, this paper draws on a qualitative research project that asked participants to reflect on how they locate their own historical sensibilities in the context of wider public and academic debates over the past. By proposing a method of ‘oral historiography’ to gauge contemporary historical consciousness in Australia, it brings a critical new perspective to these ongoing debates. It offers ordinary people a chance to contribute to national discussions about Australian history and it challenges some of the more simplistic and troubling assumptions of the history wars in Australia and internationally.
Anna Clark is an Australian Research Council Future Fellow in Public History at the University of Technology Sydney. She has written three books: The History Wars (with Stuart Macintyre), Teaching the Nation: Politics and Pedagogy in Australia, and History’s Children: History Wars in the Classroom, which interviewed 250 history teachers, students and curriculum officials from around Australia and Canada to explore history teaching in school. Her current project, Every Now and Then: Navigating History in Australia, uses interviews with 100 people from around the country to consider their thoughts on history alongside public and political discussions about the past. Reflecting her love of fish and fishing, she has also recently been commissioned to write a history of fishing in Australia, which will be published in 2016.
Michael Cromer Memorial Lecture:
Inuit Residential School Histories and the New Nunavut Social Studies Curriculum
Cathy McGregor, Liz Fowler, Heather E. McGregor, and Sarah Daitch
Sty-Wet-Tan, First Nations House of Learning,1985 West Mall, UBC
Tuesday, 17 September 2013, 4:00-6:30 pm
Visiting Scholar Lecture:
Historical Thinking for Effective Citizenship: A Perspective on the Concept of Perspective
Dr. Christian Laville, Laval University, Quebec
Monday 4 November 2013, 4:30-6:00 pm, University of British Columbia, Scarfe 310
Visiting Scholar Lecture:
A Glimpse in the Unseen: Interpreting Multiple-Choice History Test Performance
Dr. Gabriel A. Reich, Secondary History Education, Virginia Commonwealth University, USA
Wednesday 3 July 2013, 4:30-6:00 pm, University of British Columbia, Scarfe 310
In this talk Dr. Reich discussed the results of a study of the cognitive skills and content knowledge employed by a group of adolescents when answering multiple-choice history questions from a high-stakes history exam that they were preparing to take. The purpose of assessment is to make student learning visible for a variety of purposes including comparison, program improvement, and accountability.
Tremendous energy has been expended on enumerating the concepts, content, and intellectual skills that students must master in order to earn credentials. Standardized exams have emerged as the technology for judging the extent to which content has been mastered. Ironically, these exams rely heavily on multiple-choice questions that hide rather than expose student reasoning. The talk centered on the extent to which evidence from student "think-alouds" support popular assumptions about what multiple-choice exams measure.
Dr. Reich’s doctoral dissertation, Measuring Achievement in History: Multiple Choice, High Stakes and Unsure Outcomes (New York University, 2007) established a research trajectory that he has continued to follow since its completion. He has published results in the Journal of Curriculum Studies, The Social Studies, Theory and Research in Social Education, and other major journals in the field. He is the recipient of the VCU School of Education’s Distinguished Junior Faculty Award.
Visiting Scholar Lecture:
Pathways to disciplinary understandings: The use of historical feature film in the teaching of history
Dr. Debra Donnelly, University of Newcastle, Australia
Wednesday 29 May 2013, 4:30-6:00 pm, University of British Columbia, Scarfe 310
Historical feature films have the potential to motivate and engage today’s visually oriented students and to connect them both emotionally and intellectually to historical narrative frameworks, and as such are appealing to many teachers of history. This presentation reports on a research project that aimed to explore the potential of historical feature films as a pedagogical tool and found that they can serve, not only as a mechanism of narrative engagement, but as a vehicle for exploring nature of history. The pedagogical pathways and strategies for effective integration of multi-modal sources into history teaching practice will be traced and examined.
Dr. Debra Donnelly is a history educator in the School of Education at the University of Newcastle, Australia. She has a secondary school background with extensive classroom experience across a range of educational settings in Australia and internationally. Debra’s research interests center on the role of the visual and media in the development of historical and global consciousness in an age of ever-increasing access through modern technology. Her research explores the relationship between pedagogy and teacher disciplinary frameworks and the role of the visual and multi-modality in learning.
History Colloquium Series:
HISTORY GOES PUBLIC
"Six Concepts in Search of a Theory: Historical Thinking, Historical Consciousness and the Teaching of History"
Dr. Peter Seixas (Faculty of Education, UBC)
Thursday 28 February 2013, 12:30-1:50 pm
Buchanan Tower, Rm. 1197 (1873 East Mall)
Visiting Scholar Lecture:
Democratic Education and School Reform in Japan in the Global Era: Creating Hope for Learning
Dr. Masamichi Ueno
22 February 2013
Is there hope for learning and living in a way that transcends cynicism in the global era? The transformation of society into a sophisticated knowledge- and information-based society that is multicultural and environmentally aware has crossed national borders. Since the 1990s, public education has faced the overwhelming victory of neoliberalism. In that process, the school system been characterized by increasing inequality stemming from “choice” and competition. In this seminar, Professor Ueno presented a vision of democratic education and school reform that responds to this predicament.
Masmichi Ueno is Associate Professor at Daito Bunka University and author of (in Japanese) The Publicness of Schools and Democracy: Toward John Dewey’s Theory of Aesthetic Experience, The University of Tokyo Press, 2010. He is also co-author of, among others: Schools as Dialogical Space: Its Past, Present and Future, Kitaoji Press, 2011.
Annual national meeting and conference of The Historical Thinking Project
Linking Historical Thinking Concepts, Content and Competencies
15-17 January 2013, Toronto, ON
(by invitation only)
Ontario History/Social Science Teachers' Association Conference
History and Identity: Marking 200 Years of the Canadian Experience
23-24 November, Niagara-on-the-Lake, ON
Keynote speakers: Marina Nemat, John Ralston Saul, and Peter Seixas
The International Didactics of History, Geography and Citizenship Education Symposium
New Paths in Research and Practice in History, Geography and Citizenship Education
27-29 October 2012, Quebec, QC
Keynote speaker: Peter Seixas
BC Social Studies Teachers' Association Annual Meeting
Rights and Responsibilities: Thinking and Acting Locally and Globally
19 October 2012, Vancouver, BC
Keynote speakers: Romeo Dallaire and Peter Seixas
Visiting Scholar Lecture
Co-sponsored by: The Centre for the Study of Historical Consciousness & The Department of Educational Studies
At the very moment when the British Columbia Ministry of Education has begun talks on revisions of the provincial social studies curriculum, to place an emphasis on historical and geographic thinking, we are pleased to announce a lecture by:
Paul Kiem, President, History Teacher's Association of Australia
Challenges & Opportunities in Developing a National History Curriculum: Lessons from Australia
Friday, September 21, 2012
Whose history should be taught? Should history be combined with social studies? Should there be a national curriculum? How should the past be memorialized? What is the purpose of history?
While these questions have preoccupied both Canadian and Australian history educators for some time, it may be argued that there was a clear failure to deal adequately with them prior to embarking on the current project to develop an Australian national history curriculum. While this undoubtedly added to the challenges inherent in such an ambitious undertaking, there is still room for optimism about the potential for an Australian national curriculum - one that highlights historical thinking - to create some wonderful opportunities for the teaching of history in Australian schools.
In this presentation Paul Kiem will critically reflect on the experience of developing a national history curriculum and aim to provoke discussion about lessons learnt and their wider relevance.
Historical Thinking Project Summer Institute 2012
9-14 July 2012, Toronto
Join history teachers, curriculum leaders, and museum educators from across Canada in Toronto. This exciting institute will take you on an exploration of historical thinking, while examining the themes of immigration and aboriginality. As well, we will look at the broader substantive theme of cultural exchange across borders. Plenary lectures will be presented by Dr. Peter Seixas and distinguished guests. Field trips will enhance the work conducted during the in-class portion of the institute.
For more info, please visit http://historicalthinking.ca/news/498
History Education at UBC - A reception following the AERA Teaching History SIG Business Meeting
Saturday 14 April 2012, 7:15-9:15 pm
Vancouver Convention Centre, West Level 2, room 205
(download flyer here)
Benchmarks of Historical Thinking -
Summer Institute 2011
4-9 July 2011, University of British Columbia, Vancouver, BC
Join history teachers, curriculum leaders, and museum educators from across Canada in beautiful Vancouver. This exciting institute will take you on an exploration of historical thinking, while examining the themes of immigration and aboriginality. As well, we will look at the broader substantive theme of cultural exchange across borders. Plenary lectures will be presented by Dr. Peter Seixas and distinguished guests. Field trips will enhance the work conducted during the in-class portion of the institute.
Credit (graduate or undergraduate) and non-credit options. For details, visit External Programs & Learning Technologies (EPLT).
View/post printable flyer.
Teaching History in Diverse Venues: A Workshop Linking Historians and Educators in Bettering History Education Practice
Thursday 4 November 2010, Airport Holiday Inn, Toronto
A partnership initiative of the Association for Canadian Studies, The History Education Network, and Active History
This one-day workshop will bring together graduate students and faculty from History, Education, and related disciplines, together with practicing teachers and public history professionals, to discuss new directions in teaching history within diverse venues, including public school and university classrooms, museums and historic sites, and virtual locations.
Jocelyn Létourneau, Université Laval, Montréal, QC
What history for what future of Quebec?
SFU Institute for the Humanities at Harbour Centre
Monday, 20 September 2010, 7 pm
The past is a central issue in (for) the future of Quebec. In a society marked by social diversity, cultural pluralism, multiple identities, and influenced by global processes, what grand narrative could be proposed to Québécois to pass on to the future?
Michael Cromer Memorial Lecture:
by Visiting Scholar Jocelyn Létourneau, Université Laval, Montréal, QC
This past that doesn't want to pass on: 1759 and the future of memory in Quebec
UBC, Faculty of Education, Scarfe 310
Wednesday, 22 September 2010, 1 pm
In the summer of 2009, the battle of the Plains of Abraham was fought one more time in Quebec. The debate that stormed over the commemoration of the event proved that it is not easy to negotiate the meaning of this founding moment of Quebec's destiny. Yet, it has been 250 years since ?the English burned our farms and bombed our city?. What is to be done today with the Conquest, its history and memory?
Professor Letourneau's visit is co-sponsored by SFU's Institute for the Humanities and UBC's Centre for the Study of Historical Consciousness.
Jocelyn Létourneau is currently the Canada Research Chair in the History of Contemporary Quebec at Laval University. A member of the Institute for Advanced Study, Princeton, N.J., he has been recently a Fulbright fellow at UC Berkeley and Stanford University. His research focuses on the problems of interpretation in Québécois historiography and the role of intellectuals in contemporary society. His book A History for the Future: Rewriting Memory and Identity in Quebec (Passer à l'Avenir : histoire, mémoire, identité dans le Québec d'aujourd'hui) was awarded the Prix Spirale de l'essai in 2001. He was elected as member of the Royal Society of Canada in 2004 and received in 2006 the Trudeau Foundation Research Prize. His major books include Que veulent vraiment les Québécois ? (Boréal 2006), Le Québec, les Québécois : un parcours historique (Fides 2004), Passer à l'avenir (Boréal 2000) and Le Canada à l'ère de l'économie migrante (Boréal, 1996). In the fall he will have published a new book titled Le Québec entre son passé et ses passages. Letourneau's sympathetic yet critical engagement with towering post-quiet revolution social historians such as Fernand Dumont and Gérard Bouchard breaks new ground, placing his work at the center of current debates in Quebec over the contemporary trajectories of Québécois identity, the fate of nationalism, and Quebec's place in Confederation.
Symposium at the International Congress of Historical Sciences
Amsterdam, 22-27 August 2010
"Historical Consciousness and Cultural Identities in a Globalizing World: Changing Roles of School History?"
Prof. Maria Grever & Prof. Peter Seixas, Organizers
Governments in America, Asia, Australia and Europe show an increasing attention for school history, patrimonial heritage, public history and other forms of popular historical culture. In the face of a globalizing world, with multinational corporations, the internet, enhanced mobility, and the arrival of large numbers of immigrants, many governments tend to pursue the strengthening of national identity by demanding assimilation. One important strategy for fostering social cohesion and the integration of minorities is the transmission of a coherent national past to younger generations. The political use of history education, public commemoration, and other articulations of the past reduce the development of historical consciousness to a political ideology, discouraging dissenting voices and hampering complex representations. What does this mean for those involved in history education for young people: school teachers, museum curators, and heritage educationalists?
This session will address theoretical issues as well as present outcomes of empirical research. Central questions are:
- What forms of historical consciousness arise in societies characterized by a wealth of intercultural contacts resulting from increasing mobility and communication technologies?
- What are opportunities and limitations for critical response from historians and history teachers to the identity demands coming from national states, ethnic groups and social cultural agencies? What are curriculum current practices produced by officials, teachers and public historians in addressing these issues?
Contact person: Dr. Elisabeth Erdmann
Benchmarks of Historical Thinking Summer Institute for Teachers
5-10 July 2010
at Library and Archives Canada, Ottawa, ON
More information: http://eplt.educ.ubc.ca/programs/institutes/bht.php
Or view PDF flyer.
Benchmarks of Historical Thinking National Conference
"A Big Step Forward: Historical Thinking in Provincial Curricula, Assessments and Professional Development"
Friday-Saturday, 19-20 February 2010
Crowne Plaza Hotel, Toronto Airport
"Geschichtsdidaktik empirisch 09"
Basel Switzerland, 3-4 September 2009
Keynote by Peter Seixas, "Questions, Problems and Methods in Empirical Research on History Didactics: the Case of Canada"
Lessons to be taught: Ravensbrück survivor associations and the pedagogical perspective on the Second World War
Susan Hogervorst, Erasmus University Rotterdam, the Netherlands
12 May 2009 ? 4:30-6:00 pm, UBC, Scarfe Room 310
Reception to follow
After the Shoah became the central point of reference in public discourse on the Second World War, some national governments attempted to involve a younger generation in the nation, and to transmit certain ?national? values by using the history of the concentration camps. This history was being presented as proof that racism leads to persecution, and that resistance is needed to prevent suppression and genocide.
This way of instrumentalizing war history for present and future ends was well compatible with the memory politics of survivor associations of the Nazi concentration camps. In this paper, I study Ravensbrück associations in five European countries (west and east). The national institutionalization of the pedagogical perspective on the war, as I will argue, enabled these communist Ravensbrück associations to change its marginal position for (some) official recognition and sometimes even societal status. I will clarify this process with several examples, and by putting it in a European context.
Susan Hogervorst (1982) has studied History at the Erasmus University in Rotterdam and Genderstudies at the University of Amsterdam as well as at the Humboldt University Berlin. July 2005 she has started an interdisciplinary Ph.D. project on memory cultures of Ravensbrück in Europe. Supervisor is Professor Dr. Maria Grever. In 2008, Susan was awarded by Erasmus University with the Dr. W.H. Posthumus - Van der Goot stipend. More information: http://www.fhk.eur.nl/personal/hogervorst
2009 AERA Annual Meeting
Disciplined Inquiry: Education Research in the Circle of Knowledge
13-17 April 2009
San Diego, California
Special sessions of the Teaching History SIG
Monday 13 April - 12:00pm - 1:30pm
San Diego Convention Center / Room 14A
Teaching and Learning History: Critical Questions Regarding Supporting Historical Inquiry and Assessing Historical Knowledge
(How) Does Culturally Responsive Teaching Influence the Historical Interpretations of Urban Youth?
Terrie Epstein (Hunter College - CUNY), Joseph D. Nelson (The Graduate Center - CUNY), Edwin Mayorga (The Graduate Center - CUNY)
A Window to the Past: Using Augmented Reality Games to Support Historical Inquiry.
James Mathews (University of Wisconsin - Madison)
Beyond Lexington: In Search of Critical Questions That Facilitate Historical Thinking.
Grant R. Miller (Southern Illinois University), Dan Hechenberger (Southern Illinois University)
Testing History: Standards, Multiple-Choice Questions, and Student Reasoning.
Gabriel Aaron Reich (Virginia Commonwealth University)
Discussant: Stephanie D. Van Hover (University of Virginia)
Chair: Scott Alan Metzger (The Pennsylvania State University)
Monday 13 April - 4:05pm - 4:45pm
San Diego Marriott Hotel & Marina / Marriott Hall Salon 4
Because He Was First! Because He Had a Dream: The Criteria Students Used to Determine Historical Significance.
Eric H. Shed (Stanford University), *Stan Pesick (Oakland Unified School District)
Epistemology Is Elementary: Historical Thinking in Social Studies Methods Courses via Critical Inquiries of Wikipedia Entries.
Thomas C. Hammond (Lehigh University), *Christy Geldbach Keeler (Consultant and Independent Researcher), *Meghan McGlinn Manfra (North Carolina State University), *John K. Lee (North Carolina State University), Adam Friedman (Wake Forest University)
Toward a Theory of Student Agency in History Education.
Matthew Missias (Michigan State University), *Alisa Kesler Lund (Michigan State University)
Discussant: Barbara S. Stern (James Madison University)
Teaching History SIG Business Meeting
Monday 13 April - 6:15pm - 7:45pm
San Diego Convention Center / Room 14B
Teaching World History: A Critical Conversation With Professor Ross E. Dunn
Ross E. Dunn is Professor Emeritus of History at San Diego State University, where he taught African, Islamic, and world history. His scholarship includes The New World History: A Teacher?s Companion (1999), an edited volume about the problems of conceptualizing and teaching world history, and, with Gary Nash and Charlotte Crabtree, History on Trial: Culture Wars and the Teaching of the Past (1997). He was senior author of a world history textbook for high school students, World History: Links across Time and Place (1988). He is advising two film projects based in part on his book The Adventures of Ibn Battuta, a Muslim Traveler of the 14th Century (2004). In the 1990s, Prof. Dunn served as Coordinating Editor of the National Standards for World History. He currently directs World History for Us All, a project to provide middle and high school teachers with a web-based model curriculum for world history. He is a past-president of the World History Association.
In this discussion, Prof. Dunn asks the question, ?Is world history as a school subject what we thought it was?? The educational community tends to perceive it as the part of social studies concerned with ?cultures? other than American. But since the 1960s, historians have been gradually building a powerful case for a history of humankind, one that is less concerned with ?covering civilizations? than asking good questions about change on a world-scale from the paleolithic era to the present. The conversation will consider the educational implications of this historiographic change.
Black History Month
Thursdays, 5, 12, 19 and 26 February 2009
The Centre for Culture, Identity and Education (CCIE)
Centre for Cross-Faculty Inquiry in Education (CCFI),
Centre for the Study of Historical Consciousness (CSHC),
Indigenous Education (INED), UBC Equity Office,
and the Department of History at UBC
5 February, 4-6 pm
Dr. George Dei
Pan-Africanism Revisited: Pedagogic and Political Possibilities of Social Mobilization
12 February, 12-2 pm
Dr. Annette Henry
?Taking Space?: Reflections on 20 years of Doing Black Feminist Research in Education
19 February, 12-2 pm
Dr. Boulou de B?beri
The Politics of Knowledge: The Promised Land Project and/as (Black) Canadian Social History
26 February, 12-2 pm
Dr. Afua Cooper
150 Years of Collective Black History in British Columbia: 1858-2008
Co-sponsored by: The Centre for the Study of Historical Consciousness & The Department of Educational Studies
International Textbook Revision and the Politics of History Education
Dr. Falk Pingel
Georg Eckert Institute for International Textbook Research, Braunschweig, Germany
Thursday, 26 February 2009, 2:00pm, Ponderosa G Lounge
Is international comparative textbook revision and research still relevant to the current situation? Are international agencies involved in transnational textbook projects such as the Georg Eckert Institute for International Textbook Research, UNESCO and others able to respond to the changing patterns of the ?politics of remembrance??
International school textbook revision and research developed into a professional, academic activity after World War I. It broadened its scope and methodological approach considerably after the collapse of the bi-polar world. Today, a number of different agencies such as international governmental institutions, NGOs, academic as well as pedagogical institutions are involved in projects on the revision of teaching history, social studies and related subjects in post-conflict societies. New international textbook projects have emerged which no longer aim at developing a harmonised joint version of contending histories and conflicting collective identities. Do they offer a more suitable model than traditional quasi-official textbook commissions for paving the way to a reconciliatory educational approach in situations of protracted conflict like in Israel/Palestine or South Eastern Europe?
Dr. Falk Pingel is Deputy Director of the Georg Eckert Institute for International Textbook Research, Braunschweig, Germany. His particular fields of research are modern German and European history, particularly the Nazi era, as well as contents and methods of international textbook comparison.
Michael Cromer Memorial Lecture:
by Visiting Scholar Mario Carretero, Autonoma University, Madrid
Identity Cards: The Construction of Historical Memory in a Globalized World
UBC, Faculty of Education, Scarfe 310
Monday, 9 February 200, 7:00-8:30 pm
Association for Canadian Studies - Annual Conference
Canadian Dialogue: The State of Relations between Canada?s Communities
24-26 October 2008
Hotel Pur, Quebec, QC
Canadians and Their Pasts -Sixth Biennal National Conference on the Teaching and Learning of History
"Whose History for Whose Future? A National Conference on the Teaching, Learning and Cmmunicating of the History of Canada" (PDF)
24-26 October 2008
Hotel Pur, Quebec, QC
Canadian Historical Association Annual Meeting
"Thinking Beyond Borders ? Global Ideas: Global Values"
UBC, Vancouver, BC
2-4 June 2008
Michael Cromer Memorial Lecture:
by Visiting Scholar Bruce Fehn, University of Iowa
From Photo Story 3 to YouTube: Visual Narratives and History Teaching and Learning
UBC, Faculty of Education, Scarfe 310
Thursday, 3 April 2008, 4:00-5:30 pm
What do students experience and learn from making historical documentaries? For the first time in history this question has significance for history teachers and students. With readily available software programs such as Photo Story 3 and iMovies, desktop documentary makers right now are creating historical documentaries. Bruce Fehn will present his research on students? uses and understandings of visual representations of the past. Starting with a single image and ending with a YouTube production, Fehn will discuss the kinds of history that students compose as desktop-documentary makers. He also will consider these questions: What do students of history learn from making desktop documentaries? How can history teachers employ desktop documentary making to deepen students? understanding of the past?
Bruce Fehn is associate professor of social studies education at the University of Iowa. He received his PhD in American history from the University of Wisconsin-Madison. Fehn?s recent historical research has focused on the intersection of race, gender, and rape. He also conducts research on what students learn from making desktop historical documentaries. He has published in many history and social studies education journals. In 2004 he was a Fulbright scholar in New Zealand.
To download the paper, click here or on the title.
2008 AERA Annual Meeting
Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility
New York , 24-28 March 2008
Kent den Heyer, Peter Seixas and Stuart Poyntz, New York AERA (photo by Carla Peck)
A Conversation with Historian Kenneth T. Jackson.
Thursday, March 27
Hilton New York, Bryant Suite, 2nd Floor
Chair: Simone Schweber (University of Wisconsin-Madison)
Please join the Teaching History SIG in welcoming Professor Kenneth T. Jackson in an engaging discussion of the history of New York City, and the civic responsibilities of historians. Professor Jackson, who is the Jacques Barzun Professor in History and the Social Sciences at Columbia University, specializes in urban and social history. He is the past president of the Organization of American Historians, the New York Historical Society, the Urban History Association, and the Society of American Historians. His is a well-written noted scholar and author of Crabgrass Frontier (1985), a book considered a comprehensive study of the factors influencing suburban growth in the United States. Jackson is considered the preeminent source on the history of American suburbanization. At Columbia, he teaches an enormously popular class on "The History of the City of New York." The course includes numerous field trips, including walking tours, bus trips and an annual all-night bike ride led by Jackson from Morningside Heights in Manhattan to the Promenade in Brooklyn. This talk will be followed with the Annual Business Meeting of the Teaching History SIG. Food and beverages will be served.
Considering the Historical Narrative: Student Dialogue, Critique and Engagement
Tuesday, March 25
12:25pm ? 1:55pm
Hilton New York, Murray Hill Suite A, 2nd floor
Chair: Brenda Trofanenko (University of Illinois at Urbana Champaign
Discussant: Keith Barton (University of Cincinnati)
Joseph L. Polman (Washington University St. Louis)
Scaffolding the Critique and Construction of Empirical Narratives
Mark J. Weiler (Simon Fraser University)
The Junior Historian Movement (1938-1968) and Practice-based Approaches to History Education
Chauncey B. Monte-Santo (University of Maryland College Park)
The Intersection of Reading, Writing, and Thinking in the High School History Classroom
History, Narrative, and Identity: Research on Curriculum and Cognition in Africa, Europe, and the U.S.
Symposium: This symposium brings together five empirical studies of students? thinking and the curriculum in South Africa, Rwanda, England, France, Netherlands, Greece, and the United States. Among the most important influences on students? historical thinking are their conceptions of the overall nature and significance of historical change and development. Such ideas, meanwhile, are heavily influenced by the social and cultural context of historical representations, which are closely tied to political and ideological forces, which often are connected to notions of national identity. Each of these papers, from a variety of methodological and theoretical perspectives, explores elements of the relationship among identity, historical learning, and narratives of the past, including comparisons across national boundaries and among differing groups within the same nations.
Thursday, March 27, 4:05pm ? 5:35pm
Hilton New York, Lincoln Suite, 4th floor
Chair: Alan McCully (University of Ulster)
Discussant: Keith Barton (University of Cincinnati)
Gail Weldon (University of Pretoria ? South Africa)
Rwanda and South Africa: Memory, Identity, and the Politics of Curriculum Construction in Transition Societies
Maria Grever (Erasmus University ? Netherlands)
Netherlands, France, and Britain: Plural Pasts, National Identity, and History Teaching
Sohyun An (University of Wisconsin-Madison)
Korean American Youth?s Transnational Migration and Its Impact on Ideas about History: Learning U.S. History in an Age of Transnational Migration
Eleni Apostolidou (Secondary School in Greece)
Greek Students? Official Narrative and its Role in Learning History
Rosalyn Ashby (Institute of Education, London), Stuart Foster (Institute of Education, London)
Jonathan Howson (Institute of Education, London)
Peter J. Lee (Institute of Education, London)
British School History Students? ?Big Pictures? of the past
Of Knowing the Past: What History Education Research Can Tell Us
Thursday, March 27 615-745pm
Hilton New York, Murray Hill Suite A, 2nd Floor
Chair: Ellen Santora
Discussant: Linda Levstik
Peter C. Seixas (University of British Columbia)
Kadriye A. Ercikan (University of British Columbia)
David Northrup (York University)
History and the Past
Richard John Harris (School of Education, University of East Anglia)
Terry Haydn (School of Education, University of East Anglia)
Pupil and Teacher Perspectives on Motivation and Engagement in High School History: A U.K. View
Maaike Elizabeth Prangsma (Centre for the Innovation of Vocational Education and Training)
Carla Van Boxtel (University of Amsterdam)
Gellof Kanselaar (Univesrity of Utrecht), Paul A. Kirschner (Utrecht University).
History Learning with Visualization Tasks: Student Dialogue and Learning Outcomes
Technology, Teaching, and History Education
Paper Discussions (formerly known as Roundtables)
Wednesday, March 26, Hilton New York/ Trianon Ballroom/Petit Trianon, 3rd floor
(titled displayed in event calendar ? Innovations in Teacher Education)
David Hicks (Virginia Tech University)
Peter E. Doolittle (Virginia Tech University)
Examining the Utility of Multimedia Embedded Scaffolding to Facilitate the Learning and Teaching of History
David Powell (The University of Georgia)
New Light Through Old Windows: Developing a Theory of PCK for History and the Social Studies
Mark A. Horney (University of Oregon)
Kevin D. Hatfield (University of Oregon),
Lynne Anderson-Inman (University of Oregon)
Teaching Teachers to Inquire
Theorizing Historical Culture in a Globalizing World
Friday, November 23, 2007
Center for Historical Culture, Erasmus University Rotterdam, Netherlands
This symposium marks the official opening of the Center for Historical Culture and the presentation of the international volume Beyond the Canon. History for the Twenty-First Century (Palgrave Macmillan 2007), edited by Maria Grever and Siep Stuurman. See the PDF file for more information about contents, time table and registration. There is no registration fee.
History Educators International Research Network (HEIRNET) 2007 Conference:
History Education, Identity and Citizenship in the 21st Century: Terrorism & Democracy, Globalisation & The State
10-12 September 2007
Held at Sultanahmet, the University of Marmara, Istanbul
Application form (PDF)
For further details, please contact Cherry Dodwell, the conference coordinator at email@example.com
Michael Cromer Memorial Lecture:
by Visiting Scholar Johann N. Neem, Western Washington University
The Ethics of National History: Patriotism or Professional Malpractice?
UBC, Faculty of Education, Scarfe 310
Thursday, 26 April 2007, 12:30 pm
Reception to follow in Scarfe 1223.
Historians from various countries have been re-thinking how they write about the past during an era of economic, cultural, and social globalization. To these historians, the historical profession has been too focused on the history of nation-states and their politics and culture. They criticize historians for supporting the nation-state and also argue that the national paradigm masks as much as it reveals. Neem's talk probed this critique from both an ethical and disciplinary perspective and suggested what it means for practicing historians today.
Johann Neem is Assistant Professor of History at Western Washington University in Bellingham, Washington. He is completing his manuscript, "Creating a Nation of Joiners: Democracy and Civil Society in Early National Massachusetts."
Michel Ducharme is Assistant Professor in the History Department at the University of British Columbia. His research focuses on the intellectual, cultural and political debates in Canada between 1760 and 1867 and examines the discursive foundations on which the development of the Canadian state rests.
Peter Seixas, Director, CSHC, responded to Professor Neem's paper and Professor Ducharme's comment in regards to their implications for national history in the schools.
The theme highlights the importance of attending to educational systems and education research outside the United States. There are efforts around the globe, in both developed and developing nations, to reform educational systems, improve equity of access and opportunity, and strengthen student learning. Many of the reform attempts show similarities to recent initiatives in the United States, but others are quite distinctive. Some of reform accomplishments-in improving literacy and educational mobility, for example-have been dramatic. Knowledge gained in one nation or setting may have implications for policy and practice in many others, and researchers and policymakers increasingly recognize the importance of a comparative perspective on education and education research.
Teaching History - SIG Business Meeting and Invited Lecture by Eminent Historian Peter Novick
Monday, 9 April 2007, 6:15pm - 7:45pm
Marriott, Chicago Ballroom, Section G - Fifth Floor
Matters of State, or How the State Matters in Teaching and Learning History
Tuesday, 10 April 2007, 4:05pm - 5:45pm
Marriott, Kane, Third Floor
Learning to Teach Historically and Teaching to Learn History: Benchmarks in Understanding, the Adoption of Practice, and the Uses of New Media
Wednesday, 11 April 2007, 10:35am - 12:05pm
Marriott, Miami, Fifth Floor
Teaching History - SIG Roundtables
Thursday, 12 April 2007, 9:05am - 9:45am
Hyatt, Grand Ballroom, Sections C-D North, East Tower - Gold Level
Teaching History - SIG Roundtables
Friday, 13 April 2007, 10:35am - 11:15am
Hyatt, Grand Ballroom, Sections E-F, East Tower - Gold Level
CSHC Visiting Scholar:
Dr. Jean-François Cardin, Department for the Study of Teaching and Learning, Université Laval, Quebec
The new history program in Quebec and la nation: An analysis of curriculum implementation
UBC, Faculty of Education, Scarfe 310
Tuesday, 27 February 2007, 4:30 pm
View announcement flyer with abstract and bio (PDF)
View PowerPoint presentation of the lecture (html)
TERROR!: THE SERIES. JOAN CARLISLE- IRVING LECTURES, 2006-2007
Organized by Manuel Pina and William Wood, Department of Art History, Visual Art, and Theory
Co-sponsored by the Centre for the Study of Historical Consciousness
Arjun Appadurai, "Solids and Liquids: Notes on the Materialities of Terror"
Thursday, November 9, 2006, 6:00 PM
Frederic Wood Theatre, UBC
Arjun Appadurai serves as Provost and Senior Vice President for Academic Affairs at The New School in New York City , where he also holds a Distinguished Professorship as the John Dewey Professor in the Social Sciences. Appadurai was born and educated in Bombay . He earned his B.A. from Brandeis University in 1967, and his M.A. (1973) and Ph.D. (1976) from the University of Chicago . During his academic career, he has held professorial chairs at Yale University , the University of Chicago , and the University of
Pennsylvania . He has authored numerous books and scholarly articles including Fear of Small Numbers: An Essay on the Geography of Anger (2006, Duke University Press) and Modernity at Large: Cultural Dimensions of Globalization, (1996, University of Minnesota Press ; 1997, Oxford University Press, Delhi ). His previous scholarly publications have covered such topics as religion, cuisine, agriculture and mass culture in India .
Professor Appadurai's lecture is also happily sponsored by: the Affect Research Group (UBC and Simon Fraser University ), the Centre for the Study of Historical Consciousness, the India and South Asian Research Group, the Department of Anthropology, the Department of Art History, Visual Art and Theory, the Department of Theatre, Creative Writing and Film, and the Museum of Anthology , UBC.
Thirty-Sixth Annual Medieval Workshop
The Performance of the Past: History and Histrionics in Late Antiquity and the Early Middle Ages
Green College, UBC, October 27-28, 2006
This conference will explore the dynamic relationships among memory, history, and the media through which both were realized in the first millennium of the Common Era. Because the present was understood in relation to the past, the new in terms of the old, memory-as recent scholarship has emphasized-was a crucial site of meaning-production. But the memorial production of meaning is always a mediated process. Given that present demands dictated a (re)staging of the past, our conference seeks to illuminate the variety of means and ways by which the genres, settings, casts, and publics of remembrance (and forgetting) shaped historical plot in Late Antiquity and the early Middle Ages. Some of the meaningful, memorable performances to be discussed involve hymns, funerary art and architecture, autobiography, invective, hagiography, public spectacles, panegyric, royal diplomas, manuscript illumination, and coded texts.
Workshop Program (PDF)
Poster Announcement (PDF)
CSHC Visiting Scholar: Paul Zanazanian, Université de Montréal
Beyond the Taboos of Historical Consciousness: Understanding French Québécois History Teachers? General Indifference to Québec Anglophone Realities and Historicity
UBC, Faculty of Education, Scarfe 310
October 25, 2006 ? 3:00 PM
Historical consciousness determines pedagogical practices in the national history classroom. Its study within the context of divided societies with ambiguous ethnic dominance, like Québec, provides an opportunity for theorizing teacher attitudes towards the ?Other? competing ethno-cultural group in light of their historical memories of the past. In our recent study of Québec history teachers, Francophone participants were largely indifferent to Anglophones? realities and historicity, possibly reflecting ?negative? memories of Québec?s English past. At the same time, all the Anglophone participants promoted empathy in class. We hypothesize that Francophone respondents? historical consciousness anticipates a common future for Québec with an ambivalent role for Anglophones, while the latter see themselves as integral to it. In my presentation, I will discuss both the main results of our study as well as its implications for our theoretical understanding of historical consciousness.
Paul Zanazanian, is a PhD candidate in the Département de fondements de l?éducation, Université de Montréal and research agent at the CEETUM. His thesis director is Marie McAndrew, Canada Research Chair in Education and Ethnic Relations; and his co-director is Jean-Pierre Charland, a specialist in history teaching. His dissertation is on the role of historical consciousness in divided societies with ambiguous ethnic dominance, such as Québec. He is investigating into how both Francophone and Anglophone history teachers are conscious of the other group historically and how this affects classroom praxis in the teaching of Canadian history. Mr. Zanazanian is a recipient of a FQRSC scholarship.
Association for Canadian Studies National Conference:
Canada: West to East: Teaching History in a Time of Change
Empire Landmark Hotel, Vancouver, British Columbia
October 20-22, 2006
(click on image for large version)
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|Stuart Macintyre, Gary Nash, and Peter Seixas at 'Surviving the History Wars: International Perspectives'||Participants at 'Canada: West to East: Teaching History in a Time of Change' working on Carla Peck's challenge to assess significance in Canadian history|
CSHC Visiting Scholar: Anna Clark, Monash University, Australia
History Teaching in Australia and Canada: Some Initial Findings
UBC, Faculty of Education, Scarfe 310
September 28, 2006 ? 12:30-02:00 pm
There is a widely held belief that there are certain things children need to know about their country, and it is the nation's responsibility to see they are taught. Such a view holds that without teaching a confident national narrative to ?our children' we are at risk of becoming nationally illiterate . This was the view put by Prime Minister John Howard in his Australia Day address earlier this year. His views have been supported by a number of politicians, historians and educationists anxious about the state of Australian history teaching in schools. Others have more cautiously warned that historical understanding should not be simplified by the push to teach a more coherent, content-based national narrative in schools. Yet there have been glaringly absent voices in this very public debate over history education: namely, the students and teachers who engage with this subject every day. Despite mounting anxiety about the state of Australian history teaching, there has been little discussion of how history teachers and students do history. This research project asks how students, teachers and curriculum officials make sense of a subject that constantly arouses so much public anxiety and unease.
Anna Clark is an Australian Postdoctoral Fellow in history education at Monash University. With Stuart Macintyre, she wrote the History Wars in 2003, and last year published Convicted!, a history book for children. Her PhD thesis, Teaching the Nation, has recently been published by Melbourne University Press and examines debates about teaching Australian history in schools.
Benchmarks of Historical Thinking
Summer Seminar, July 31 - August 4, 2006
The Benchmarks of Historical Thinking project, an initiative of Historica and UBC's Centre for the Study of Historical Consciousness, and funded by the Canadian Council on Learning, seeks to reform history assessment in Canada. Phase II of the project saw the bringing together of 15 lead teachers, representing pilot regions in four provinces, assembled to develop a small number of student assessment tasks and scoring tools (rubrics) that could serve as models for further development. During the 2006-2007 school year, these teachers will lead groups of 10 to 20 teachers in developing student assessment tasks based on their own provincial Canadian history curricula and refining scoring rubrics. They will pilot these tasks with their students, and select examples which meet (or fail to meet) various levels of expectations across the grade levels. After further refinement, the tasks, rubrics and student examples will be posted on a Benchmarks website, now under development, so that teachers from across Canada can use them in their own classrooms. The Summer Seminar was led by Dr. Peter Seixas, Project Director, and Carla Peck, Project Manager.
Benchmarks of Historical Literacy: Towards a Framework for Assessment in Canada
Co-hosted by: Historica and the Centre for the Study of Historical Consciousness (CSHC)
Vancouver, April 20-21, 2006
What should students know and be able to do when they are finished their years of school history? Surely, the accumulation of facts-to-be-remembered is not an adequate answer to the question. Many curriculum documents indicate ?historical thinking,? but are not very helpful in unpacking its meaning for teachers and students. If not ?more facts,? then what is the basis for a history curriculum that extends over multiple years of schooling?
In April, 2006, Historica and UBC's Centre for the Study of Historical Consciousness brought a group of leading Canadian teachers, historians, and history education researchers together with international experts in the field from Australia , the U.K. and the U.S. in order to lay the groundwork for history performance assessment in Canada . One of the central conclusions of the symposium was the need for history educators to find a common vocabulary for the project. In a search for key dimensions of historical thinking, they proposed students' abilities to
- use primary source evidence (how to find, select, contextualize, and interpret sources for a historical argument. What can a newspaper article from Berlin , Ontario in 1916 tell us about attitudes towards German-Canadians in wartime?.)
- establish historical significance (why we care, today, about certain events, trends and issues in history. Why are the Plains of Abraham significant for Canadian history?)
- identify continuity and change (what has changed and what has remained the same over time. What has changed and what has remained the same about the lives of teenaged girls, between the 1950s and today?)
- work with cause and consequence (how and why certain conditions and actions led to others. What were the causes of the Northwest Rebellion?)
- take a historical perspective (understanding the ?past as a foreign country,? with its sometimes vastly different social, cultural, intellectual, and even emotional contexts that shaped people's lives and actions. What led John A. Macdonald to compare ?Chinamen? to ?threshing machines? in 1886?)
- understand the moral dimension of historical interpretations (this cuts across many of the others: how we, in the present, judge actors in different circumstances in the past; how different interpretations of the past reflect different moral stances today; when and how crimes of the past bear consequences today. What is to be done today, about the legacy of aboriginal residential schools?)
The Benchmarks project will start from these concepts to develop student assessment tasks using topics, themes, events and people from Canadian history as they appear in current provincial history curricula .
The April Symposium also mapped out a program that will develop, refine and implement these assessments. In July-August lead teachers, representing pilot regions in four provinces, will assemble to develop a small number of student assessment tasks and scoring tools (rubrics) that could serve as models for further development. During the 2006-2007 school year, these teachers will lead groups of from 10 to 20 teachers in developing student assessment tasks based on their own provincial Canadian history curricula and refining scoring rubrics. They will pilot these tasks with their students, and select examples which meet (or fail to meet) various levels of expectations across the grade levels. After further refinement, the tasks, rubrics and student examples will be posted on a Benchmarks website, so that teachers from across Canada can use them in their own classrooms. (More info)
Second THEN/HiER Workshop
Hosted by The History Education Network (THEN)/ Histoire et éducation en Réseau (HiER) and the Centre for the Study of Historical Consciousness (CSHC)
UBC, April 21-23, 2006
THEN/HiER participants (click on image for large version)
87th Annual Meeting of the American Educational Research Association (AERA)
San Francisco, CA - April 8-12, 2006
Education Research in the Public Interest
Current social and political pressures on education research suggest that research must meet the demands of evidence-based and scientifically based inquiry. As in other arenas of inquiry, a great deal of attention is being paid in education research to what we do, how we do it, and what we know. Serious reflection can add to the quality of our work. However, this year?s Annual Meeting theme calls for education researchers to meet an even higher professional standard?the standard of producing research in the public interest.
The Shape of the Past: Historical Consciousness across Borders
Friday, April 7, 4:05 ? 4:45 pm
Moscone Center South, Mezzanine Level East, Room 218
- Famous Americans: Changes in Historical Consciousness across an American Century
Chauncey B. Monte-Sano and Sam Wineburg
- Historical Consciousness of Ethnic Groups in Conflict and Attitudes Towards a Solution for the Conflict: The Turkish and Greek Cypriot Case
- Historical Consciousness of Young Quebecers
- Canadian Students Think about Past and Present
Peter Seixas, Carla Peck, and Stuart Poyntz
Conversations on Professional Development and Students' Historical Understanding
Friday, April 7, 4:05 ? 4:45 pm
Moscone Center West, 3rd Floor, Room 3009
- The possibility of empathy in historical understanding.
- American Encounters: Teaching U.S. History from Indian Country
Sarah Irvine, Melissa H. Jones, Mary Schellinger
- Con-figuring the historical facts of ?they/then? and ?we/now? through historical fiction
Kent Den Heyer
- Teachers as Historians: Comparing Two Teaching American History Projects
Cameron White, Sara McNeil
SIG Business Meeting
Friday, April 7, 7:00 ? 9:00 pm
CounterPULSE Community Center , 1310 Mission Street (near 9th), Meeting Room
Chris Carlsson, Executive Director
?Shaping San Francisco ? Project
Teaching and Learning History
Monday, April 10, 12:25 ? 1:55 pm
Marriott San Francisco , Golden Gate Hall, Section B1
- Developing Innovative Secondary Source Materials for Historical Inquiry Instruction
- A Case of Teaching History for the Common Good: Practicing the Past with Primary Sources
- History Movies and Learning History: The Pedagogical Value of Commercial Mass-Media History Films
- ?N.B. There will be very few dates in this history?: How students understand how historical narratives define a nation
Standards and Assessment in K-12 History Instruction
Tuesday, April 11, 12:25 ? 1:55 pm
Marriott San Francisco , Golden Gate Hall, Section B1
- Impact of a High School Graduation Examination on Mississippi History Teachers' Instructional Practices
- Herding Cats: Developing National Professional Standards for Australian Teachers of History
- Mapping the Field of World History: Using the Work of Historians to Inform School Practices
- The Influence of National and State Standards on Preservice History Teachers' Planning, Instruction and Assessment
David Hicks, Stephanie van Hover, John Lee, Melissa Lisanti
Robert Rogow Memorial Lecture:
No More Peace: The Live Broadcasting of Disaster, Terror and War
February 26, 2006 ? Temple Sholom, 7190 Oak Street, Vancouver
Speaker: Dr. Elihu Katz, Trustee Professor, Annenberg School for Communication, University of Pennsylvania and Professor Emeritus of Sociology and Communication at the Hebrew University
CSHC Visiting Scholar: Andrew Horvat, International Center for the Study of Historical Reconciliation, Tokyo Keizai University
Confronting a Negative Past: Why Asia Lags Behind Europe
October 31, 2005, Scarfe Building, UBC
On the eve of the 60th anniversary of the end of World War II, Europe and Asia present stark contrasts in the handling of negative historical legacies. While Europe has achieved regional integration in part thanks to concerted efforts to confront the horrors of World War II, in East Asia today history remains a volatile unresolved area both domestically and diplomatically for all countries in the region, particularly for Japan . The purpose of this talk is to contrast the active and constructive roles of NGOs as transnational non-state actors (TNAs) in Europe with the very limited activities of counterpart civil society organizations in Japan in dealing with the negative legacies of the past.
Andrew Horvat is a Tokyo-based writer, broadcaster and commentator. As Japan representative of the Asia Foundation between 1999 and 2005, Horvat initiated a series of programs aimed at addressing unresolved historical problems between Japan and its neighbors. In cooperation with the German Friedrich Ebert Foundation, Horvat convened a number of international symposiums comparing progress in Europe and Asia on such issues as the treatment of negative aspects of the past in history textbooks, compensation for victims of wartime slave labor, and the return of art objects seized during wars and colonial rule. An outcome of Horvat's work was the publication of Sharing the Burden of the Past: Legacies of War in Europe , America and Asia , an edited volume consisting of the papers and proceedings of a conference on how war is portrayed in the high school textbooks of seven nations. Prior to his work in the non-profit sector, Horvat was a Tokyo-based correspondent covering Japan and the Asia-Pacific region for the Associated Press, Southam News of Canada , the Los Angeles Times, the Independent of London, and Public Radio International's ?Marketplace? program. Horvat is the author and translator of nine books, including Japanese Beyond Words, Stonebridge Press, Berkeley, 2000, and Kaikoku no susume (Open Up, Japan!) Kodansha, Tokyo , 1999. Horvat received of a citation for excellence in business broadcasting from the Overseas Press Club of America and an Abe Shintaro Fellowship. He has served as president of The Foreign Correspondents' Club of Japan, member of the planning committee of the Japan National Press Club and advisor to the Japan Foundation on language policy. At present he is a trustee of Temple University Japan and advises the Central European Fund of the Sasakawa Peace Foundation.
The Affect Research Group presents: Brian Massumi
?The Future Birth of Affective Facts?
October 20, 2005, UBC Robson Square
Brian Massumi is Professor in the Department of Communication, Université de Montréal. His publications include Parables for the Virtual: Movement, Affect, Sensation (Duke, 2002), A User?s Guide to Capitalism and Schizophrenia: Deviations from Deleuze and Guattari (MIT, 1992), and, with Kenneth Dean, First and Last Emperors: The Absolute State and the Body of the Despot (Autonomedia, 1992). He edited A Shock to Thought (Routledge, 2002) and The Politics of Everyday Fear (Minnesota, 1993). His translations from the French include Gilles Deleuze and Féix Guattari?s A Thousand Plateaus as well as Michel de Certeau's Heterologies and Jean-François Lyotard's The Postmodern Condition. His current work focuses on the affective politics of George W Bush.
The Affect Research Group is an interdisciplinary and inter-university consortium of scholars from Simon Fraser University and the University of British Columbia. Support for this lecture series comes from: the Office of the Vice President, Research (SFU), the Faculty of Arts and Social Sciences (SFU), the Faculty of Health Sciences (SFU), the Institute for the Humanities (SFU), the Department of English (SFU), the School of Communication (SFU), the Department of English (UBC), the Department of French, Hispanic, and Italian Studies (UBC), and the International Canadian Studies Centre (UBC).
Writing a History of Modern Jewry in the Aftermath of the Holocaust
Richard I. Cohen, Dinur Center for Research in Jewish History, Hebrew University of Jerusalem
September 15, 2005, Buchanan, UBC
Richard Cohen is the author of Jewish Icons: Art and Society in Modern Europe (1998), The Burden of Conscience: French Leadership during the Holocaust (1987) and has continued to publish in the areas of Jewish art and Jews and the modern state. He is currently working, with Ezra Mendelssohn, on a new survey of modern Jewish history.
Self, Psyche, and History
Barbara Taylor, Cultural Studies, University of East London, UK
September 15, 2005, Peter Wall Institute for Advanced Studies, UBC
Constructing Historical Representations: How Grade 6 Students use Media and Historical Sources to build their Understanding of History
Catherine Duquette, Laval University, CSHC Visiting Student
September 1, 2005
The forthcoming curriculum reform in Quebec promotes teaching based on the acquisition of general and program-specific skills. In the case of history, the acquisition of historical thinking becomes the principal aim of the program. However, this new curriculum does not take into account the historical representations that students might already have built using media and other sources, such as their families. This research aims at finding what historical sources grade 6 students favor and how they use these sources to build their understanding of history. The results of this research indicate that not only do kids use a wide variety of sources but that they differ according to gender and interest. The results of this research will serve as the basis for my central research question in my thesis.
Catherine Duquette is currently working on her PhD in Curriculum Studies at Laval University, Quebec, under the supervision of Jean-Francois Cardin. In her thesis, she wishes to look at the interactions between historical consciousness and historical thinking and how grade 7-8 students use each form of thinking to build their understanding of history. Her interests include historical consciousness, the use of media in teaching history, and history as a medium to teach civics. Ms. Duquette is also a member of the CRIFPE (Centre de recherche interuniversitaire sur la formation et la profession etudiante) and has worked for the Historica Foundation. She is presently working for RéCIT, a government funded group that constructs WebPages that promote information and activities to support Quebec?s history curriculum.
Beyond the Canon - History for the Twenty-First Century
June 16-17, 2005
Rotterdam Historical Museum and Municipal Archive Rotterdam, The Netherlands
Who Needs a Canon?
Peter Seixas, University of British Columbia
Thinking Through Action: Twentieth Century Social Movements and their Legacies
June 10-12, 2005, Simon Fraser University, Harbour Centre
Canadian Association for Studies in Book Culture Conference
May 31 - June 1, 2005, University of Western Ontario, London, ON
?Somewhat of a Disappointment:? The Changing Nature of the School Textbook as Material Artefact, 1846-2005
Penney Clark, Department of Curriculum Studies, University of British Columbia
E.T. White, of the Ontario Provincial Normal School, commenting on new textbooks published in 1909, claimed that although ?the art of book-making had made great strides since the old Ontario Readers were issued in 1884 . . . . in appearance they are somewhat of a disappointment.? Sybil Shack remarked that the textbooks she used in the late 1800s as a Manitoba teacher were of ?uniformly drab appearance? and speculated that ?it had something to do with the Puritan tradition that forbade frivolity of dress as a sign of frivolity of character.? In 2005, many textbooks, with their colourful illustrations and glossy pages, look much like magazines. What has happened along the way?
This study addresses two questions: How have textbook design, layout, physical production values and editorial content changed over time? How have the tensions between the dual roles of textbook as economic commodity and textbook as vehicle for provision of equal educational opportunity served to promote or limit these changes?
CSSE Conference 2005:
Empire and Education: The Challenge of Teaching and Learning in a Time of War
May 28-31, 2005, University of Western Ontario, London, ON
?And Won for Empire, God and Right:? A Topography of Heroes and Empire in Canadian History Textbooks
Penney Clark and Michael Cromer, University of British ColumbiaPulling back the Curtain: Corporatised Media as Suppliers of Media Education Resources
This paper offers a geography of Canadian heroes over the course of the twentieth century as they have been imagined in Canadian history and civics textbooks and positioned vis à vis Empire. It also confronts the ubiquitous belief that the Canadian hero is dead, a forgotten skeleton in the closet of an uncomplicated past. An examination of textbooks and their reading of Empire suggests that neither erasure nor hagiography of historical actors is advisable. Instead, heroes can serve as a rhetorical device for authors of school textbooks to encourage sophisticated historical reasoning and critical thinking approaches.
Yoko Namita, University of British Columbia
The objective of this presentation is to illustrate the current trend of the media industry's active involvement in media education and critically analyze the pros and cons of the partnership between media educators and media industry. A comparison will be drawn between the entrenchment of Channel One in U.S. schools with the failed entry of Youth News Network (YNN) in Canadian schools, and the strategic treatment of media literacy by major media networks will be examined, in order to assess the media industry's impact on curriculum.
Exploring the Agency of Women in Students? Narratives of Canadian History
Carla Peck and Peter Seixas, University of British Columbia
This study investigates students? ideas about the individual and collective agency of women in Canadian history. In students? ?rough and ready? narratives of the national past, which women are responsible for historical change? For this paper, we chose to examine the narratives written by a select group of students (N=22) enrolled in a Social Studies 11 Women?s Studies class at Westside Secondary School in order to analyze the agency attributed to female historical actors by these students. We felt that this sample presented us with a unique opportunity to examine narratives written by students who had been studying the history of Canada from a Women?s Studies perspective, and in particular, to examine their positioning of women as actors in Canada?s past. Would women ? either individually or collectively ? play a prominent role in these students? versions of Canadian history? Students were asked to write ?the story of Canada from the beginning to the present,? and given forty minutes to do so. The analysis of their writing went back and forth between a theoretical framework of agency and a grounded approach which allowed us to develop codes as they emerged from the narratives themselves. Nine of the twenty-two students included women (either individuals or collectivities) in their story of Canada. From their narratives, we identified thirteen utterances that refer to women and of these, only three actively construct women as agents in Canadian history. Our research seems to suggest that gender analysis of historical texts continues to be a fruitful area of concern and study. Methodological challenges faced in the future development of this work include: reframing the task to better elicit students? conceptions of agency in general and agency of women in particular; taking into account the impact of the immediate school curriculum and the current history teacher in shaping the narratives students have at their disposal; developing systematic analysis of students? moral judgments, which are tied to their expressions of agency; revising the sample to include enough students to enable us to conduct significant comparative analysis across demographic differences; and developing means to link this qualitative analysis with quantitative data from the same sample.
Learning from Media Producers ? The Productive Tensions in Critical Media Education
Stuart Poyntz, University of British Columbia
This article argues that a protection/preparation dichotomy undermines a substantive notion of critical practice in media education. This is unhelpful for teachers and students, and unnecessary, particularly as we are witness of late to critical media representations in the culture at large and through the work of young video makers that can be/are used in classrooms. Drawing on a decade of experience as a media educator in Vancouver, Canada, I examine these media practices to suggest why media literacy is better served today by attempts to supercede the protection/preparation dichotomy. The work of Buckingham and Masterman are used as foils to draw out this argument and its implications for classroom practice.
86th Annual Meeting of the American Educational Research Association (AERA)
Demography and Democracy in the Era of Accountability
Montréal, Canada - April 11-15, 2005
The Annual Meeting of the American Educational Research Association is held each spring. It comprises more than 1,300 sessions, with 3,000 presentations on a broad spectrum of topics. It provides a forum for formally screened reports and presentations, as well as for informal communication, to over 13,500 registrants. In addition, intensive, 1/2- to 3-day research training sessions allow participants to update specific research skills and competencies. Also provided are a job placement service and an exhibit hall.
More Info & Program
April 7-8, 2005, C.K. Choi Building for the Institute of Asian Research, UBC
Across the humanities and social sciences recent collaborations have invoked such terms as historical consciousness, memory wars, reparation politics, production of historical knowledge and collective memory. Within this context, scholars have paid particular attention to attempts at active and purposeful revision of historical narratives as well as the emergent social construction of historical consciousness. The planned collaborative workshop will address these themes from transnational and interdisciplinary perspectives. Coverage would include contemporary discourses about the past (e.g. joint textbooks, reparations) as well as historical analyses of modern conceptualizations of the past (e.g. revision of histories and social sciences in contexts of colonialism or state formation) around the world.
On the occasion of a visit of a group of scholars from Leiden University (The Netherlands) conducting a project on ?Historical Consciousness and the Future of Modern China and Japan? (http://www.vici-core.leidenuniv.nl/), we are hoping to exchange knowledge about this emerging field of research as well as to provide an opportunity for collaborative projects within and beyond UBC. The presence of a number of colleagues across various departments working on different regions of the world, and the potential institutional focus embodied in the Centre for the Study of Historical Consciousness (http://www.cshc.ubc.ca/) encourages us in hoping for the possibility of future collaborations. Program (PDF)
The Paris Arcades: Homage to Walter Benjamin
Graham Parkes, Professor, Department of Philosophy, University of Hawaii
March 21, 2005, Scarfe Building, UBC
Presentation on Walter Benjamin's Arcades Project, which will involve a video essay, followed by discussion. More info (PDF)
The Origins of the Final Solution
Lecture by Christopher Browning, author of Ordinary Men: Reserve Police Battalion 101 and the Final Solution In Poland
January 27, 2005, Vancouver Holocaust Education Centre, 950 West 41st Avenue
More info (PDF)
Establishing the Foundations of Collaborative Research in History Education
The First THEN Workshop
January 13-15, 2005, Ontario Institute for Studies in Education, University of Toronto
Teaching History With New Technologies
January 12, 2005, Scarfe Building, UBC
The purpose of this conference is to explore opportunities and limitations associated with using the Internet in history teaching.
This conference is open to pre-service secondary social studies teachers and a limited number of Faculty Advisors and School Advisors. Schedule - PDF
Museum Practices and Historical Consciousness: The Vancouver/Lyon Working Group
November 1-5, 2004, Vancouver Museum
The aim of this project is to bring together researchers and museum professionals to explore possible frameworks inspired by studies in the field of historical consciousness. These frameworks will help produce exhibits and programs that reflect a greater appreciation for the visitor?s understanding and relationship with history, thus making the museum experience more meaningful to the public.
The Vancouver/Lyon Working Group in its initial phase has consisted of two scholars and two museum professionals from Vancouver and Lyon.
Participating scholars: Professor Peter Seixas, Director of the Centre for the Study of Historical Consciousness at UBC and Professor Nicole Tutiaux-Guillon, Institut de la Formation des Maîtres de Lyon.
Participating museum professionals: Nathalie Candito, Museum des Confluences, Lyon and Viviane Gosselin, Gulf of Georgia Cannery National Historic Site , Richmond.
The four participants have exchanged ideas for several months and have met in Lyon in July 2004. The French team is coming early November. The one-day seminar is an ideal format for the museum and research communities of the Greater Vancouver to meet with international guests to discuss the topic of historical consciousness in the context of exhibit and program development. It is hoped that this seminar will mark the beginning of an ongoing relationship between museums and research centers from Vancouver and Lyon.
Public lecture in conjunction with women's history month:
Thinking about Memory and the Sexual Politics of Time
Visiting Speaker Dr. Susannah Radstone, Cultural Studies, University of East London , UK
October 21, 2004, Simon Fraser University, Burnaby
Recent and forthcoming publications include:
Regimes of Memory (2003) Memory and Methodology (2000) On Memory and Confession: The Sexual Politics of Time (2004) Debating Trauma Studies in the Humanities: Ethics and Politics (2005) Cultures of Confession/Cultures of Testimony (2005)
Sponsors: Graduate Program, School of Communication, West Coast Line, School of Contemporary Art, Department of English, Institute for the Humanities, Department of Women Studies and the Centre for the Study of Historical Consciousness, UBC
Korean Media Education Institute
October 11-15, 2004, Vancouver, British Columbia
Between October 11 and 15, 2004, Vancouver will host the Korean Media Education Institute. Designed around a series of workshops, school visits and meetings with leading media educators from across the Lower Mainland, the Institute will include 25 visiting teachers and educators along with representatives from the Korean Press Foundation (KPF). The KPF is an integrated institute for the press and the public interest and resulted from the amalgamation of the Korean Press Centre, the Korean Press Institute and the Korean Journalists Fund. It serves the public sector through the promotion of press-related culture.
Currently, media education is in its infancy in the Korean school system. As part of the development of a new media curriculum, the Korean government and the Press Foundation have sent groups of educators to visit the United Kingdom, Australia and Canada to investigate teaching practices and other matters related to the implementation of media literacy in elementary and secondary schools.
The Institute would like to thank the Centre for the Study of Historical Consciousness for their support with this project.
CSHC Visiting Scholar: Laura Hein , History, Northwestern University
Museums, Audiences, and the Enola Gay Exhibits of 1995 and 2004
October 4, 2004, Scarfe Building, UBC
In December 2003, the National Air and Space Museum opened a permanent exhibit featuring the Enola Gay. Like the 1995 exhibit it celebrates the technical details of the plane without acknowledging the human suffering caused by its use. The exhibit is chilling evidence of the militarization of American culture. This is why it is so disturbing that one effect of the controversy over the 1995 Enola Gay exhibit has been to make museum curators more willing to censor themselves. Nonetheless, larger trends in curatorial practice over the last two decades still offer opportunities for museum professionals who want to question the costs of wars Museums have worked hard to overcome the impression that they were irrelevant to most Americans. They now believe that museum exhibits should be open-ended and also should reflect a multiplicity of views. So, war exhibits everywhere now feature foot-soldiers and civilians at least as much as generals. The main museum strategy is to evoke a variety of memories among museum goers without trying to integrate them completely - collecting memories rather than collectivizing them. Far more challenging for museums is representing the larger social categories that shape peacetime lives as well: nationality, of course, but also race, gender, region, class, religion, etc. Nonetheless, simply by collecting a variety of individual experiences, they have made it impossible to choose one white soldier to stand in for everyone.
CSHC Visiting Scholar: Dr. Carlos Kölbl, Universität Hannover, Germany
Towards a Developmental Psychology of Historical Consciousness
September 21, 2004, Scarfe Building, UBC
Whereas there is a rich tradition in the psychological analysis of scientific and moral reasoning, a psychology of historical consciousness?let alone a developmental psychology of historical consciousness?is still lacking. I will present an outline of such a developmental psychology which aims at remedying this situation. First the multifaceted term ?historical consciousness? will be explicated. Particular emphasis will be put on its specifically modern form. Then an overview of relevant work on the field will be given. This will include the discussion of a small, rather unnoticed but highly interesting study of Piaget on history education and its reception by Vygotsky. After this, prominent psychological traditions (e.g. genetic structuralism and socio-historical theory) will be investigated, as to their heuristic value for a developmental psychology of historical consciousness. Finally empirical data from 36 pupils aged 12 to 17 will show that the adolescents? strategies of making sense of history are rather complex and specifically modern in respect to definitions of the concepts of time and history, the structuring of history, types of reasons for the validity of historical statements, methods of historical understanding and concepts of historical development.
CSHC Visiting Scholar: Dr. John Bonnett, National Research Council of Canada
The Coming Topographic and Genetic Revolutions: A Thinkpiece on History and Computing in the 21st Century
June 9, 2004, Scarfe Building, UBC
Historians, as a rule, are not futurists. Their object of concern is the past. And more to the point, their experience suggests that would-be prophets more often get things wrong than right. That being said, in the context of history and computing, there is a case to be made that scholars should consider how current changes in communication technologies will potentially transform future practices in the historical discipline. Historians as a rule remain bound by practices associated with print technology. If they are to exploit the potential of new technologies, they will need to systematically explore the constraints and opportunities that computing affords. The purpose of this presentation is to suggest that 3D content will become an increasingly central constituent of computer-mediated communication in the next decade.
Dr. John Bonnett is a Research Officer with the Institute for Information Technology Atlantic, NRC. A historian by training, he recently completed a Ph.D. thesis devoted to the writings of Harold Adams Innis, the communication theorist and colleague of Marshall McLuhan. He is also the principal developer of the 3D Virtual Buildings Project , an initiative designed to enable students to generate replicas of historic Canadian settlements using 3D modelling software. The project was also designed to enhance student critical thinking skills through the process of model construction. He is chair of the Canadian Historical Association?s Committee on History and Computing.
CSSE Conference 2004: Knowledge building in an educational research community
May 29 - June 1, 2004, University of Manitoba in Winnipeg, Manitoba
Depictions of Aboriginal People in Canadian History Textbooks: A Post-Colonial Perspective
Penney Clark, University of British Columbia
Uncharted territory: Mapping students' conceptions of ethnic diversity
Carla Peck, University of British Columbia and Alan Sears, University of New BrunswickCurriculum Standards and Children's Understandings of Ethnic Diversity
Carla Peck, University of British Columbia and Alan Sears, University of New Brunswick
The Teaching of History Research Group: Old Sources, New Technologies
Keynote Speaker: Peter Seixas, Thinking Historically
April 27, 2004, Queens University, Kingston ON
85th Annual Meeting of the American Educational Research Association
San Diego, CA, April 12-16, 2004
Enhancing the Visibility and Credibility of Educational Research
PROGRAM CHAIR: Terrie Epstein, Hunter College
I. International Research on History Education: Studies of Teachers, Students, and Texts (Symposium)
Tuesday, April 15, 2004 ; 12:25-1:55 p.m. in Molly A
CHAIR: Keith Barton, University of Cincinnati
Deborah L. Cunningham, Oxford University
Marilia Gago, University of Minho
Alison Kitson, University of Warwich
Jocelyn Létourneau, Universite Laval
DISCUSSANT: Linda Levstik, University of Kentucky
II. Research on History Teachers and Teaching (Paper Session, formerly Individual Paper Presentations)
Wednesday, April 14, 2004 ; 2: 15-3:45 p.m. , in Torrey 2
CHAIR: Stephane Levesque, University of Western Ontario
- 'Entering a Content Area': Using Introductory History Lessons to Illuminate Pedagogical Content Knowledge
Daisy A. Martin, Stanford University
- Learning to Teach Young People How to Think Historically: A Case Study
Robert H. Mayer, Moravian College Impact of Virginia 's Accountability Reform on Secondary Beginning History Teachers' Instructional Decision-Making
Stephanie D. Van Hover and Walter F. Heinecke, University of Virginia Study to Assess Teaching and Learning in American History
Kathleen Steeves and Karen L. Kortecamp, George Washington University
- The Sources are Many: Exploring History Teachers' Use of Multiple Texts
S. G. Grant and Jill M. Gradwell, University of Buffalo
DISCUSSANT: Bruce VanSledright, University of Maryland , College Park
III. Research on History Education: Texts, Taxonomies, and Technology (Paper Discussion, formerly Roundtable)
Thursday, April 14, 2004 ; 1:15-1:55 p.m. , Room to be determined
- How High Schoolers Account for Different Accounts: Developing a Practical Classroom Measure of Thinking about Historical Evidence and Methodology
Kevin O'Neill, Simon Fraser University
- Ideology and History Textbooks: Portrayals of the Cold War from England , USA and Russia/USSR
Stuart Foster, University of London and Jason Nicholls, Oxford University Quebec History Textbooks and Political Socialization: A Content Analysis
Marc-Andre Ethier, Universite du Quebec a Trois-Rivieres Sensitizing Frameworks to Aid the Historical Study of Social Change
Kent Den Heyer, University of British Columbia Software Design to Support High School History Students Reading Multiple Primary Sources
Meilan Zhang, University of Michigan and Ronald W Marx, University of Arizona The Representation of Christopher Columbus in High School American History Textooks
Annis Shaver and Manuel Bello, University of Miami
- Promoting Historical Inquiry Using Secondary Sources: Exploring the Possibilities in New Genres of Historical Writing
Mimi L. Lee, University of Michigan
IV. Teaching History SIG Business Meeting
Tuesday, April 13, 2004 , 6:15-7:45 p.m. , Emma B
CHAIR: Barbara Stern, James Madison University
Invited Address: Exploring the Use and Utility of Technology as a Partner in the Teaching of History
PRESENTER: The Digital History Inquiry Project, Virginia Tech University
Paula Hamilton and Paul Ashton, CSHC Visiting Scholars
History Matters: The Desire for the Past in Contemporary Life
March 31, 2004, Peter Wall Institute for Advanced Studies, UBC
Paula Hamilton and Paul Ashton, of the University of Technology, Sydney, Australia, co-founders and editors of the journal Public History Review, will speak on popular uses of the past in Australia. Their study is comparable to Rosenzweig and Thelen's widely read The Presence of the Past: Popular Uses of History in American Life (Columbia University Press, 1998), and to a forthcoming Canadian study to which UBC's Centre for the Study of Historical Consciousness will contribute. They are major contributors to an international dialogue on historical consciousness.
The Japanese Canadian National Museum Speakers Series presents:
Join Dr. Midge Ayukawa on Tuesday March 16 as she discusses the fascinating topic of Japanese Picture Brides.
March 16, 2004, National Nikkei Museum and Heritage Centre, Burnaby, BC
The majority of Japanese women who immigrated to North America in the late 19th and early 20th Century were Picture Brides. The earliest Nikkei picture brides suffered a great deal, just as pioneer women of many backgrounds in Canada did. Immigrant groups were often more likely to adhere strictly to gender roles and therefore cooking, washing, cleaning, and child-care were additional women's responsibilities both before and after their daytime work.
The majority of these brave adventurous women who came to Canada have now passed away, taking their stories with them. Midge Ayukawa has been able to save many of these stories. She began her research in the mid-1980s when many of these pioneer women were still available for interviews.
In noting the importance of this topic Dr. Ayukawa says, "Without these women, would there have been a Japanese Canadian community?" Midge Ayukawa was born in Vancouver and was relocated to Lemon Creek internment camp during the war with Japan . She has had two academic careers; one as a research scientist with the National Research Council in Ottawa, and later as a scholar specializing in Japanese Canadian History during which she earned her PhD at the University of Victoria.
If you are curious about the struggles and contributions of the early picture brides come hear Dr. Ayukawa's compelling stories.
Vivian Sobchack, CSHC Visiting Scholar
History, Memory and the Image
March 11-12, 2004
Professor Sobchack offered a lecture, seminar and film screening over the course of her visit. She is Associate Dean of the School of Theater, Film, and Television at UCLA, and editor of The Persistence of History: Cinema, Television and the Modern Event.
Lecture: ?Happy New Year and Auld Lang Syne": On Televisual Montage and Historical Consciousness
Thursday, March 11, 4-6 PM
UBC, Faculty of Education, Scarfe building
Film Screening and panel discussion: Alexander Sokurov's Russian Ark (Russki Kovcheg/Venäläinen arkki, 2002)
99 mins, 35 mm print
Friday March 12, 7:30 PM
Pacific Cinematheque, Suite 200 , 1131 Howe Street , Vancouver
Reesa Greenberg, CSHC Visiting Scholar
War Then / War Now
February 24, 2004, UBC Robson Square
Join Reesa Greenberg for an exploration into the ways today's museums and exhibitions create images, memories and histories of war. Her talk will be in conjunction with the exhibit, Canvas of War: Masterpieces from the Canadian War Museum (February 21 to May 16, 2004) at the Vancouver Art Gallery ( www.vanartgallery.bc.ca ).
Reesa Greenberg is an independent scholar and museum consultant whose research focuses on exhibitions and display. She is co-editor of Thinking About Exhibitions and an adjunct professor at both Concordia University in Montreal and York University in Toronto.
This lecture is co-sponsored by the Vancouver Art Gallery and the University of British Columbia's Centre for the Study of Historical Consciousness.
The Vancouver Art Gallery hosted a Philosphers' Cafe, with Peter Seixas leading a discussion on the question:
"How do visual representations convey moral judgments about the past?"
February 5, 2004, Vancouver Art Gallery
This event is in anticipation of the opening of the exhibit "Canvas of War: Masterpieces from the Canadian War Museum." Historians and history educators have a difficult time defining the role of moral judgments in historical representation. On the one hand, people in the past lived in very different times, and it may be anachronistic to impose 21st-century moral frames on them. On the other hand, history stripped of moral engagement is desiccated, if not altogether meaningless. How, then, do visual images of the past help us to gain our moral bearings? The discussion will explore this conundrum. For more information, see http://www.vanartgallery.bc.ca/public_lectures3.cfm
Jayce Salloum, CSHC Visiting Scholar
History of the Present/Untitling Memory: The Recent Video Work of Jayce Salloum
February 4, 2004, Scarfe Building, UBC
In the post 9/11 climate in late 2001, the Canadian Museum of Civilization took the controversial decision to postpone the exhibit, ?The Lands Within Me: Expressions by Arab-Canadian Artists'. The piece at the centre of that controversy was Jayce Salloum's ?untitled' video installation. Salloum, a Vancouver based media artist will be appearing at UBC to discuss this project, which will be exhibited at the Western Front, Vancouver in April, 2004. The presentation will include excerpts from three of the ?untitled' videotapes. For more details, check this PDF announcement.
Teaching History With New Technologies Conference
January 14, 2004, Scarfe Building, UBC
History Education and Political Reconciliation:
sponsored by the Centre for the Study of Historical Consciousness, UBC and the Carnegie Council on Ethics and International Affairs
November 7-9, 2003, Peter Wall Institute for Advanced Studies, UBC
Click here for more information, program, and case study descriptions.
and Historical Consciousness: A Symposium on Public Uses of the Past
October 21-22, 2003, University of New Brunswick, Fredericton
History is not what it used to be. The demand for more and better history courses in schools, debates over the representation of the past in museums and commemorative events, and the enthusiasm for historical films, novels, and societies all document a growing public awareness of the importance of history to our sense of identity and well-being. As the consumption of the past increases, a new term ? public history ? has been coined to describe efforts to deliver the past to a history-hungry audience. Scholars have begun to explore public uses of the past and their findings point to the need for a better understanding of where our history is taking us.
Fieldwork: Reports from the Field of Visual Culture
Professor Irit Rogoff, Goldsmiths College/University of London, UK
Friday, October 24, 2003, Scarfe Building, UBC
'Fieldwork' expresses a preoccupation with contemporary permutations of location and mobility, with the production of a witnessing voice that is nevertheless not one of didactic analysis. Equally it poses questions concerning the constitution of a 'field': of inquiry, of activity, of interpretation, of relationality etc'. It is, for the purposes of this presentation, an attempt to come to grips with how different elements of knowledge and of activity are positioned in relation to one another and to ask whether a re-conceptualisation of 'positionality' might actually come to alter or transform some of our practices.
Rather than interdisciplinarity which produces an intertextuality out of named and recognised disciplines, 'Fieldwork' suggests that if we focus our well furnished attention on an unnamed something, it might constitute itself as a field. Furthermore 'Fieldwork' breaks down the mapping of the world away from countries, states, continents, regions and other historical articulations of power as land or cultural mass and instead suggests a more fragmented set of locations in which a street corner, a landscape, a cultural horizon and the ambient aurality of language or music might define an alternative set of spaces.
Professor Irit Rogoff holds a University Chair in Visual Cultures at Goldsmiths College, University of London. Dr. Rogoff writes extensively on the conjunctions of contemporary art with critical theory with particular reference to issues of colonialism, cultural difference and performativity. She is author of Terra Firma - Geography's Visual Culture (2000), editor of The Divided Heritage: Themes and Problems in German Modernism (1991) an co-editor, with Daniel Sherman, of Museum Culture: Histories, Theories, Spectacles (1994). Dr. Rogoff is director of an international AHRB research project "Cross Cultural Contemporary Arts" housed at Goldsmiths College.
The Recursive Archive: Art versus History
Chris Pinney, Reader in Anthropology and Visual Culture at University College London
October 29, 2003, Lasserre Building, UBC
Pinney will offer a critique of "historical" and "cultural" approaches to images, raising the issue of the ways in which they can be vehicles for memory. His starting point will be popular Indian prints which are never "sedimented" hence always available for recall and prone to erupt into improbable historical contexts. He then will draw some European parallels (emblems?), using Kracauer, and raise questions of art as mnemonic.
Chris Pinney is Reader in Anthropology and Visual Culture at UCL. He has held visiting positions at the Australian National University, the University of Chicago and the University of Cape Town. Recent publications include "Photography's Other Histories" (co-edited with Nicolas Peterson, Duke 2003) and "Photos of the Gods: The Printed Image and Political Struggle in India" (Reaktion, forthcoming October 2003).
The World Remembers Chile - September 11, 1973
An evening of history, politics, stories, music and images, commemorating the 30th anniversiry of the military coup.
September 11, 2003, Harbour Centre, Vancouver, BC
CBC Radio 1 series IDEAS: Public Memory, Citizenship & History
Education (recorded at McGill University)
Rebroadcast: 9 pm Fridays, July 18 - August 15, 2003
July 18: Desmond Morton, "Canadian History: What¹s the Big Deal?"
July 25: Peter Seixas, "What Is Historical Consciousness?"
August 1: Timothy J. Stanley, "Whose Public? Whose Memory? Racisms, Education and Nationalist History in Canada."
August 8: Keith Barton, "Committing Acts of History: Humanistic Education and Participatory Democracy."
August 15: Jocelyn Létourneau, "Remembering Our Past: An Examination of Young Quebeckers Historical Memory"
Grades 9-12 Teachers:
Common People, Society and the Metropolis
New Strategies and Perspectives in Teaching Canadian History
July 2 - 9, 2003, Montreal, QC
Grades 3-9 Teachers:
Stepping into History, Strategies for Bringing History Alive!
July 6 - 13, 2003, Sudbury, ON
Centre for the Study of Historical Consciousness - Visiting Scholars Program
Reinhabiting the Past: Rethinking a Modernist Discipline for a Postmodern Age
Dr. David Thelen, Professor of History, Indiana University
June 9, 2003, Scarfe Building, UBC
"Teaching the discipline" represents a creative innovation in history teaching that challenges conventional regurgitation of senseless dates and facts. But history, as the quintessentially modernist discipline, has been challenged over the past generation by popular practices, civic debates, and theoretical perspectives that seem to strike at its core modernist assumptions. In this talk Thelen suggests how history can reframe some of the discipline's central values to meet these challenges.
Dr. David Thelen is Professor of History at Indiana University. He was editor of Journal of American History from 1985 to 1999. He is best known for The Presence of the Past: Popular Uses of History in American Life (co-authored with Roy Rosenzweig, Columbia University Press, 1998). He is also the editor of Discovering America: Essays on the Search for an Identity, and the author of several books including Becoming Citizens in the Age of Television. As editor of the JAH, he became concerned about yawning chasms between the exciting new scholarship in history and the widespread, intense and diverse uses of the past by those outside of academia. Over the past decade he has focused on popular uses of the past and how they might challenge (and ultimately improve) disciplinary understandings and practices.
For a draft of a case study related to the points that Professor Thelen has addressed, see How the Truth and Reconciliation Commission Challenges the Ways We Use History.
The Fading Image: Visual Culture and the
Transformation of Memory
Centre for the Study of Historical Consciousness, UBC
May 16-17, 2003
85th Annual Meeting of the American Educational Research Association (AERA)
Chicago, IL, April 21-25, 2003
Accountability for Educational Quality: Shared Responsibility
Green College Thematic Lecture Series 2002-03:
Reckoning with Race: The Concept and its consequences in the 21st Century
October 7, 2002 - April 7, 2003
Historical Justice in International Perspective:
How Societies Are Trying to Right the Wrongs of the Past
March 27-29, 2003, German Historical Institute, Washington, D.C.
Critical Moments: Re-Membering Community & Self
March 28-30, 2003
Emory University, The Graduate Institute of the Liberal Arts Conference, Atlanta, Georgia, USA
The Empiricist Perspective of Postwar Japanese History Education
March 4, 2003, Centre for Japanese Research, UBC, C.K. Choi Building
by Julian Dierkes, Assistant Professor, Institute of Asian Research, UBC
AERA Winter Institute: Narrative Inquiry
in Social Science Research
February 20-22, 2003, Ontario Institute for Studies in Education, University of Toronto
AERA Winter Institute: Arts-Based Approaches
to Educational Inquiry
February 21-22, 2003, Palo Alto, CA
History Teaching and Technology Conference
January 15, 2003, Faculty of Education, UBC
History and Experience: Dilthey, Collingwood, Scott
Martin Jay, Sidney Hellman Ehrman Professor of History, University of California, Berkeley
November 22, 2002, Peter Wall Institute for Advanced Studies, UBC
Revisioning Canadian History
Sylvia van Kirk, Professor of Canadian History, University of Toronto
November 20, 2002, Scarfe Building, UBC
Celebratory Opening of the Centre for the Study
of Historical Consciousness
November 1-2, 2002, Scarfe Building, UBC
Memory Across Generations: The Future
of "Never Again"
October 10-12, 2002, IDES, Buenos Aires, Argentina
of the Bourgeoisie. Childhood and Youth in a German University Town under National
September 26, 2002, Green College, UBC
Frontiers and Borderlands:
Explorations in the Teaching of Canada's History
Historica Institute for Teaching the History of Canada
July 6-13, 2002, Lower Canada College, Montreal, Quebec
Centre for the Study of Historical Consciousness - Visiting Scholars Program
The Construction of History Curriculum in Quebec: Lessons for Canada
Dr. Jean-François Cardin
Thursday, June 6, 2002, Scarfe Building, UBC
Canadian Society for the Study of Education Annual Conference, OISE/University
of Toronto, May 25-28, 2002
How We Understand and Interpret History
Chair-Discussant: Lisa Loutzenheiser, University of British Columbia, May 28, 2002 1:15 PM - 2:45 PM
Centre for the Study of Historical Consciousness - Visiting Scholars Program
The Choreography of Time: Cultural Differences and Temporal Experiences at the 19th Century World Exhibitions
Professor Maria Grever
May 23, 2002, Scarfe Building, UBC
84th Annual Meeting of the American Educational Research Association (AERA)
New Orleans, LA, April 1-5, 2002
Validity and Value in Education Research
Future of the Past
International Perspectives on the Relevance of History in the 21st Century
March 15-17, 2002, University of Western Ontario, London, ON
Canadian Historical Consciousness in an International
Context: Theoretical Frameworks
August 26-28, 2001, Peter Wall Institute for Advanced Studies, UBC
Announcing the publication of:
and the Past: On Repairing Historical Injustices
Series: War and Peace Library
edited by John Torpey
Rowman & Littlefield Publishing Group, 2003
Politics and the Past offers an original, multidisciplinary exploration of the growing public controversy over reparations for historical injustices. Demonstrating that "reparations politics" has become one of the most important features of international politics in recent years, the authors analyze why this is the case and show that reparations politics can be expected to be a major aspect of international affairs in coming years. In addition to broad theoretical and philosophical reflection, the book includes discussions of the politics of reparations in specific countries and regions, including the United States, France, Latin America, Japan, Canada, and Rwanda. The volume presents a nuanced, historically grounded, and critical perspective on the many campaigns for reparations currently afoot in a variety of contexts around the world. All readers working or teaching in the fields of transitional justice, the politics of memory, and social movements will find this book a rich and provocative contribution to this complex debate.
Raising Standards in History Education: International Review of History
edited by Alaric Dickinson, Peter Gordon and Peter Lee.
London UK and Portland OR: Woburn Press, 2001
This third volume of the International Review of History Education takes 'raising standards' as a central theme. Raising standards is no simple matter, either conceptually or empirically, whatever politicians may think. I fit is to happen, it must draw on research and practical experience, preferably from more than one country. The present Review makes an initial contribution to a slogan and an aspiration that surely deserve sustained discussion and scrutiny.