Tyson Retz is a PhD candidate in the School of Historical and Philosophical Studies at the University of Melbourne. His research looks at the ways in which the problems surrounding empathy in history education manifest in the philosophy of history and hermeneutics, particularly in the writings of R.G. Collingwood and H.-G. Gadamer. Empathy is used as a register for considering notions of reflexivity: how it is possible to remain committed to the disciplinary procedures of history, formulated in the Rankean tradition, while also fulfilling the educational obligation of applying historical knowledge to the contemporary world. In this respect, Tyson’s purpose at the CSHC is to investigate the consequences of Gadamer’s hermeneutics for history pedagogy.
David Rosenlund is a Phd student from Malmö University, Sweden. His research looks into the alignment between curriculum, teacher practice and student understanding in upper secondary history education. Parallel with the Phd-studies Rosenlund works with large scale assessment of history for years 7-9 in Sweden. This assessment project was conducted for the first time in May 2013.
Christian Laville is Professor Emeritus of Université Laval. His research has focused on the social function of history education, on the theory and practice of history textbooks, and on the obstacles to learning how to think historically. Professor Laville was a major contributor to recent, controversial revisions of the Quebec history curriculum, and is author or co-author of numerous publications, including textbooks on the history of Quebec and Canada, Western and World history, and on research methodologies in the social sciences.
Heinrich Ammerer is a secondary school teacher and research fellow at the Centre of Excellence for History Education and Civic Education at the University of Salzburg and the Salzburg College of Education. He is teaching at several Austrian teacher training and further training facilities and is author of history textbooks for secondary schools. His research and publications focus on the training of historical competences, civic education, and historical consciousness in youth. For his stay at the CSHC he received an Erwin-Schroedinger-Fellowship by the Austrian Science Fund. As a visiting scholar, he is conducting an intercultural qualitative comparison study analyzing and comparing historical concepts of students in Canada (Vancouver) and Austria (Salzburg) at two different age levels using in-depth-interviews.
Dr. Reich is Associate Professor in Secondary History Education at Virginia Commonwealth University. His 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.
In his 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 will center on the extent to which evidence from student "think-alouds" support popular assumptions about what multiple-choice exams measure.
Dr. 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.
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. 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.
“Democratic Education and School Reform in Japan in the Global Era: Creating Hope for Learning”: 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.
Paul Kiem is President of the History Teachers' Association of Australia (2007-2012). He is an experienced history teacher, at both the secondary and tertiary level, has written a number of widely used history texts and is a long term editor of the NSW journal Teaching History. Paul has been closely involved with the national curriculum development process in Australia.
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 on:
Challenges & Opportunities in Developing a National History Curriculum: Lessons from Australia
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.
Dr. 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 ? l'avenir (Boréal 2000) and Le Canada a I'ere de. I'economie 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.
Michael Harcourt teaches history and social studies in Wellington, New Zealand at Wellington High School, a progressive inner city, multi-cultural school, which awards a teacher each year with a travel scholarship.
Harcourt has been working with others in the Wellington area to develop a community of history educators. He has been particularly interested in the Benchmarks of Historical Thinking Project, as a model that New Zealand history teachers might look to for guidance as they begin to develop a new and progressive curriculum document.
Dr. Carretero is Professor at Autonoma University of Madrid and Researcher at Facultad Latinoamericana de Ciencias Sociales, (Argentina), where he coordinates the Masters Program on Cognitive Psychology and Learning. He obtained his PhD at Cumplutense University (Madrid), and did postdoctoral research at York University (Toronto) and Teachers College of Columbia University. He was Visiting Scholar at the Learning Research and Development Center (University of Pittsburgh) in 1992-1993. His research focuses on conceptual change and learning in school subjects, especially in social sciences, history and natural sciences. His most recent book, Identity cards: Teaching history and the nation in a global world (Paid?s, 2007) is being translated into Portuguese and English.
Dr. 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.
Dr. 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."
Dr. 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.
Dr. 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.
Dr. Yang Ching-Yao is a Visiting Scholar both at the Centre and with the Department of Curriculum Studies. His research interests centre on higher education in China and comparative education, particularly with regard to the history textbooks authorized in different nations. He has been a Visiting Scholar at the University of Illinois, Urbana/Champagne, University of Nagoya, Japan, and Beijing University, China. While at UBC, he will be working primarily with Penney Clark. The focus of his research here will be representations of China, Taiwan, and Japan in history textbooks authorized in Canada.
Dr. 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.
Associate Professor Paula Hamilton is currently a Reader in History at the University of Technology in Sydney, Australia . She has taught in the public history program there for several years and has published widely in oral history and memory studies, including (with Kate Darian-Smith) History and Memory in Twentieth Century Australia (Oxford University press). Since the 1980s she has been involved in a number of community oral history projects; and also worked with local councils, museums, heritage agencies, and national parks as a consultant oral historian. She is Co-Director of the Australian Centre for Public History and she and Paul Ashton are co-founders and editors of the journal Public History Review .
Dr. Paul Ashton is Associate Professor at the University of Technology , Sydney where he teaches in the postgraduate public history program. He is a past president of the Professional Historians Association of NSW and a founding Councillor on the Australian Council of Professional Historians Associations. His authored and co-authored books include Centennial Park: A History ( University of NSW Press ), The Accidental City : Planning Sydney Since 1788 (Hale and Iremonger) and Sydney Takes Shape: A History in Maps (Hema). He is also co-author of a history of the Australian Heritage Commission which is being published by Halstead Press this year. Paul is currently Director of Research in the Faculty of Humanities and Social Sciences at UTS and Co-Director of the Australian Centre for Public History. He and Paula Hamilton are co-founders and editors of the journal Public History Review.
Dr. Lowenthal, emeritus professor of geography and honorary research fellow at University College London, is a gold medallist of the Royal and the American Geographical societies and a Senior Fellow of the British Academy . He was previously Secretary of the American Geographical Society, has taught at a score of universities on both sides of the Atlantic , and has been a Fulbright, a Guggenheim, a Leverhulme, and a Landes Fellow. Among his books are West Indian Societies (1972), Geographies of the Mind (with M. J. Bowden, 1975), Our Past before Us: Why Do We Save It? (with M. Binney, 1981), The Past Is a Foreign Country (1985), Landscape Meanings and Values (with E. C. Penning-Rowsell, 1986), The Politics of the Past (with P. Gathercole, 1989), The Heritage Crusade and the Spoils of History (1996), and George Perkins Marsh, Prophet of Conservation (2000).
Dr. Sobchack's extensive list of publication includes Address of the Eye: A Phenomenology of Film Experience; Screening Space: The American Science Fiction Film; Meta-Morphing: Visual Transformation and the Culture of Quick-Change; The Persistence of History: Cinema, Television, and the Modern Event; and An Introduction to Film (co-author). She has also published a number of articles in such journals as Camera Obsucra, ArtForum International, and Representations. Professor Sobchack is a Trustee of the American Film Institute. Currently she is completing a collection of her own essays called Carnal Thoughts: Bodies, Texts, Scenes and Screens, which is forthcoming from the University of California Press.
Dr. 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.
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.
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).
Jayce Salloum has been working in installation, photography, mixed media, video, and curating since 1975. His work takes place in a variety of contexts critically engaging itself in the representation and actualization of social manifestations and political realities. A media arts philosopher and cultural activist, Salloum lectures and exhibits throughout the world. Born in B.C., this will be the first time he has been invited to present his work at UBC.
Dr. Rogoff holds a University Chair in Visual Cultures at Goldsmiths College, University of London. She 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.
Dr. Green is Associate Professor in the Faculty of Education at Okanagan University College. During her tenure she has taught curriculum studies, social studies methods, cooperative learning, integration and global education. Prior to completing her Ph.D. at the University of Victoria, Dr. Green taught children for 16 years.
She has written social studies curriculum text materials used in schools across Canada, published educational games, prepared videos for classroom use, given workshops and presented and published papers in social studies and curriculum studies. Dr. Green has investigated participants' responses to historical action and artifact in a variety of settings. Further, she has investigated historical themes in a selection of contemporary and historical comic books. Dr. Green is on the editorial board of the International Journal for Citizenship, Social and Economic Education and is Past Chair of the International Association of Social Educators.
Research and Curriculum Development
While on study leave from OUC, Dr. Green is at the Centre for the Study of Historical Consciousness engaged in a number of activities. First, she is analyzing a selection of heritage minutes as short films for use in elementary social studies. In part, Dr. Green is comparing the content of the vignettes with text material available in schools. Content Analysis as a method raises questions of interpretation of meaning, significance of materials and accuracy and bias of materials. Second, she is writing about how to encourage the use of technology to present historical knowledge using imovie, vhs tape, digital cameras and computers. Lastly, Dr. Green is researching material and preparing to write a social studies book using public murals as a basis for developing children's historical consciousness. Murals provide an opportunity to develop historical research with children. Children will study history in their community. The application of social studies will be developed through inquiry, critical challenges and problem-based learning. In summary, Dr. Green's work undertaken at the Centre will contribute to history education in elementary social studies.
Dr. 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
"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. Grever is Professor of History and Theory, Erasmus University, Rotterdam (Netherlands) and Associate Professor of Gender History, University of Nijmegen (Netherlands). She is vice-president of the Education Committee of the Dutch Historical Association and the Dutch Association of History Teachers. She was president of the Dutch Association of Women's History from 1995 to 2000. She served as president of the committee for the new history curriculum of Dutch secondary schools, from 1994-1997. Focusing on issues of gender and historical consciousness, he has written numerous articles, and written and edited several books, both in Dutch and English. Among her recent English titles are:
Dr. Cardin is Professor in the Department for the Study of Teaching and Learning at Laval University (Quebec City). He achieved his Ph. D. in history in 1992 at the University of Montreal. From 1997 to 2001, he taught Quebec and Canadian history and history education at the University of Quebec in Abitibi-Temiscamingue (UQAT), where he also supervised student teachers at the secondary level.
Along with his teaching activities, Dr. Cardin has written history textbooks and pedagogical material in history. In particular, he is co-author of Le Québec : Héritages et projets (1984, 1994), currently in use in many classrooms in Quebec for the Quebec/Canada history course (grade 10), and of Histoire du Canada: espace et differences (1996), designed for the college and university students.
His research interests include the pedagogical foundations of textbook writing and the future of this teaching tool in a multimedia era, the use of narration in the history classroom, historical consciousness and national identities in a multinational State.