Imagining the Antiracist State: Representations of racism in Canadian history textbooks

This paper examines how knowledge about racism has been represented in high school Canadian history textbooks authorized by the Province of Ontario during the 1960s and after the year 2000. I argue that even though historical racisms have increasingly made their way into Canadian history textbooks as valid and important topics of study, the idea of racism continues to be understood largely within a prejudice/discrimination framework that reduces racism to irrational and individualized problems of thought, behaviour, and assumption. Moreover, through multiple techniques of containment, racism is imagined to exist within temporal and spatial locations, events, or incidents that are represented as either foreign to Canada or aberrations within Canada. The combined effect is to depict the space of Canada as one largely antithetical to racism.     

加拿大高等教育国际化政策面临的三个挑战

国际化在加拿大高等教育政策中至今未能受到高度重视,原因有三：一是20世纪60到70年代政府主张大学更多地关注有关本土的经验;二是加拿大的联邦政治架构致使教育、外交和国际贸易相互分离,各级政府难以合作推进国际化;三是由于历史原因人们担忧国际化会削弱大学满足本国公民入学需求的能力。改变现状的关键在于,加拿大政府应该把国际化视作一项重要的国内事务。     

History education in comprehensive schools: using school-level data to interpret national patterns

This paper reports the findings from two large-scale national online surveys carried out in 2009 and 2010, which explored the state of history teaching in English secondary schools. Large variation in provision was identified within comprehensive schools in response to national policy decisions and initiatives. Using the data from the surveys and school-level data that are publicly available, this study examines situated factors, particularly the nature of the school intake, the numbers of pupils with special educational needs and the socio-economic status of the area surrounding the school, and the impact these have on the provision of history education. The findings show that there is a growing divide between those students that have access to the ‘powerful knowledge' provided by subjects like history, and those that do not.     

Re‐credentialling experiences of immigrant teachers: negotiating institutional structures,professional identities and pedagogy

Teachers immigrating to Canada with credentials from non‐Canadian jurisdictions are regarded as desirable immigrant professionals because of their high levels of education and yet, nevertheless, are required to redo some or all of their professional training. This research examines sociocultural notions of voice, agency, authorship and identity in considering how a group of 28 teachers with diverse professional and personal backgrounds, and with initial teaching credentials from outside Canada, perceive and respond to the institutional/structural constraints imposed by mainstream ‘gate‐keeping’ institutions. Analysis of data from interviews and questionnaires indicates that teachers initially credentialled outside of Canada potentially have much to add to the education of students in Canadian schools. However, to achieve this potential it is necessary that these educators' encounters with Canadian educational institutions engage rather than silence their voices.     

《盲刺客》:左手书写加拿大历史

当代加拿大女作家玛格丽特.阿特伍德的文学作品《盲刺客》,以蔡斯家族史见证加拿大自独立以来的历史。阿特伍德在这个历史书写过程中,一方面描写了加拿大民族性格中的受害性特点,另一方面旗帜鲜明地表达了反美立场。这部小说还体现出阿特伍德对于历史书写的独特创作理念——"左手书写",即非正统的、女性的、带有后现代和意识流色彩的书写方式,以此可以看出阿特伍德独特的历史观:历史并不仅仅是对过去的记录,更是过去的存在方式。     

Misrepresentations of Indigenous History and Science: Public broadcasting,the Internet,and education

This paper examines the role of history in power relations which suppress Indigenous knowledges. History is located as being about power and about how the powerful maintain their power. The paper further examines the Bering Strait theory/myth and ways that discourses in history combine with discourses in science to devalue Indigenous knowledges. The “truth” of science is challenged and examples of manipulation of scientific knowledge are provided, including discussions of a Canadian Broadcasting Corporation made for television production A people's history and an Internet website provided by the American government. These production activities supported by the Canadian and American governments are considered educational activities engaged in the practice of cultural representation in which dominant discourses about Indigenous peoples are presented. The paper challenges dominant misrepresentations of discourses about Indigenous peoples in a discussion of educational practices emphasizing the need of Indigenous peoples to control education and cultural representations. The paper concludes that it is a responsibility of society to educate all students to understand that any portrayal of history comes from a particular vantage point and to understand that dominant society privileges some representations and disadvantages others. If we teach in a critical way and challenge dominant discourses we can begin to create a society in which all persons in Canada and the USA, including Indigenous peoples, have a role to play.     

加拿大技术教育课程述评

本文在宏观介绍加拿大技术教育改革背景和新的技术教育课程概况的基础上，着重介绍了安大略省技术教育的内容和教学目标，之后总结了加拿大技术教育的特点，旨在为我国目前技术教育课程标准的制定和实验教材的编写提供借鉴。     

基础教育课程改革存在缺憾的原因反思

本次基础教育课程改革对学生就业分流数量大、教育经费不足、办学条件较差、教师素质整体偏低、教育人员习惯于刚性规定等国情考虑不充分,没有认真汲取国内以往课改在教育目标制定、教材多样化建设、教学实践等方面的经验教训,没有细致总结美国、加拿大、英国等国在确立教育目标、制定课程结构、教材市场化建设、教学实践改革、教学评价改革等方面的经验教训。课改理论研究不成熟,实验方案化,实践研究滞后。     

加拿大能力本位课程的实证研究——以乔治布朗学院为例

能力本位课程已是高等职业教育的关注点。从加拿大高职课程理念、课程开发、课程大纲、课程教学为切入点开展实证研究,分析和归纳加拿大高职教育以能力为主线进行课程设计,以行业、企业专家为主导进行课程开发,以实践项目进行内容整合和开展实践性学习的课程特征,以期为我国高职课程改革提供有益的借鉴,努力形成具有我国特色的高职课程模式。     

Decolonising dominant knowledge constructions in the education of immigrant youth in Canada

ABSTRACT

This paper examines the dominant knowledge construction in Canadian public schools. Using the grounded theory approach, thirty-six Chinese Canadian youths and young adults were interviewed in Alberta. Drawing on critical, anticolonial and Bourdieusian perspectives, I argue that some teachers’ racialised habitus and biased knowledge constructions devalued the indigenous knowledges that immigrant youth bring to the classroom. Moreover, they reproduced anti-immigrant discourses and reinforced racial hierarchies in Canadian society. As a consequence, they negatively affect the identity construction of immigrant descendants and undermine their attempts to negotiate a sense of belonging in Canada. I argue that decolonising dominant knowledge constructions requires challenging teachers’ racialised habitus in teaching and their interactions with immigrant students.     

A narrative of teacher education in Canada: multiculturalism,technology, bridging theory and practice

This narrative paper investigates a number of enduring and emerging themes reflecting teacher education in Canada over the past 40 years, including changes in information and communication technology, bridging gaps in theory and practice, English as a second language, French immersion and multicultural teacher development. Canadian teacher education programmes have become famous for their long-standing commitment to public education and social welfare. This paper examines the way in which over the past four decades such a commitment has led to effective leadership, multiculturalism, racial tolerance and global citizenship education, as well as comprehensive curriculum, teaching and learning, all figure prominently in Canadian teacher education.     

Corporatization of higher education through internationalization: the emergence of pathway colleges in Canada

Through increased international student tuition revenue, internationalization provides public Canadian higher education institutions opportunities to offset the effects of stagnant provincial operating grants or earmarked governmental allocations. Pathway colleges, institutions that are either operated by host institutions or as private corporations, offer international students alternative routes to bachelor’s degrees, pathways that are intended for students who do not meet the entrance criteria of Canada’s public sector universities. While beneficial for some students, our analysis shows that pathway colleges tilt the public university towards an academic model that eschews collegial governance structures, privileges a consumerist vision of education, and relies on contract and precarious academic labor.We presenta typology of pathway colleges, providing examples of this trend across Canada. Our study examines the potential increase of human vulnerability that these colleges both produce and rely upon for staff and student recruitment.

     

析论世界当代史课程特点与史料教学

世界当代史有其鲜明的课程特点,既有历史性又有现实性与动态发展性,其内容也是包罗万象、纷繁复杂,致使人们对它的研究与认识呈现出相对的滞后性;世界当代史的课程特点决定了加强史料教学是十分必要的;史料保存的多样化、科技的发展与教学手段的现代化为在世界当代史教学过程中引用各种形式的史料提供了很大的便利性;史料教学对于实现教学目标、取得良好的教学效果具有重要意义。     

Australia’s 1988 Bicentennial: national history and multiculturalism in the primary school curriculum

As in many countries, such as Germany, Turkey, the United States and Japan the history/culture wars of the past two decades have increased public interest in what is taught in schools. This has resulted in rigorous debates in the general community, encouraged and sustained through regular media coverage. Partly as a response to this, History has been designated as a separate subject in the first wave of planning and implementation of the Australian National Curriculum. Two of the reasons for this include first, to recognise the importance of teaching historical skills as a distinct subject; and second there is an ongoing bipartisan political interest in privileging history disciplinary knowledge and content to ensure that national history narratives are taught to students. To contribute meaningfully towards the development and implementation of a National Curriculum, it is important to understand past curriculum constructions, so that the disciplinary knowledge and content of history remains independent, and not subsumed within current (or future) political trends. Based on examples of national history from the Queensland Social Studies syllabus and government endorsed sourcebooks in the lead-up to the 1988 Bicentennial of British colonisation of the Australian continent, this article examines the influence and role of multiculturalism in History teaching in primary schools. Particular attention is paid to Indigenous representations and British heritages, as an example of two groups that have often been represented as binaries to each other throughout Australian history. An analysis of the curriculum materials illuminates the differences between multiculturalism and history—highlighting how the two are merged at the expense of accurate historical knowledge and concepts, particularly in the area of national history. This study will demonstrate that as a result of the infiltration of multiculturalism into history content within the Social Studies curriculum, historical knowledge becomes silenced in the school curriculum – resulting in vague and sometimes historically inaccurate information being presented to students; and the privileging of certain types of multiculturalism.     

‘I feel I am really pleading the cause of my own people’: US southern white students’ study of African-American history and culture in the 1930s through art and the senses

Abstract

In the 1930s there emerged an initiative to teach black history and culture to white students, which pre-dates more widespread efforts of the post-Second World War era. This article analyses student work – considering sight, sound and text – and investigates what white students learned about African-American history and culture. Curriculum history has generally relied on textbook analysis, while this study examines non-traditional teaching materials and student work. It is argued that, while most of the student work reveals the reification of stereotypes of blacks as lazy and in need of white oversight, the school work of white students reveals an eagerness to understand African-Americans. However, white students could only understand African-Americans in relation to themselves and could not remove themselves from the centre of their study of black history and culture. Such attempts at learning an inclusive history from the learners’ viewpoints are rarely documented in the history of education.     

加拿大传统治国方略中的"中庸"理念

加拿大的历史十分独特:在其从殖民地演变成独立国家的过程中没有经过暴风骤雨式的流血革命和激烈斗争。但这并不意味着加拿大本身没有矛盾,相反,它时常面临着复杂的困境。只因谨慎的统治者常常用不愠不火的中庸之道策略才将纷繁复杂的矛盾不断缓和、化解,从而为该国创造出稳定安宁的局面。由于中庸策略屡试不爽,它逐渐成为加拿大传统的政治风格。     

Achieving desire: Narrative of a black male teacher

Based on a life history account of Craig Francis, a young black male teacher living and working in Toronto, Canada, this paper examines his route to teaching, his perceptions and understandings of what it means to be a teacher, and the role of race in his aspirations and experiences. Significant to this examination is the ways in which Craig makes sense of his experiences growing up in Canada as a black immigrant male, the circumstances and structural factors that have shaped his life and informed his choice of teaching as a career, and his perceptions of the opportunities and possibilities that teaching provides him. The evidence indicates that Craig constructs his role as a teacher in relation to his identity as an immigrant black male and his desire to influence the education system and make a contribution to his community.     

The complexity of intellectual currents: Duncan McArthur and Ontario’s progressivist curriculum reforms

This paper concentrates on a seminal figure in the history of Canadian education who has never previously been the subject of historical examination: Duncan McArthur. As Deputy Minister, then Minister of Education, in Ontario between 1934 and 1942, he guided the province’s public schools during a period of dramatic reorganisation within a context transformed throughout the interwar years by modernity, economic instability, urbanisation and industrialisation. Under McArthur’s leadership, revised programmes of study formally introduced the rhetoric of progressive education into Canada’s most populous public school system. This rhetoric wove together three distinct themes – meliorism, efficiency and child study – articulating a progressivist educational vision for Ontario’s teachers and students.     

新课改下高中历史教学存在的问题及其对策析论

新课改对高中历史教学提出了诸多新的要求和挑战,这些要求和挑战表明了我国当前高中历史教学存在很多不足。鉴于这些要求与不足,我国高中历史教学务必要从课堂教学内容、目标、方式方法、理念观念和氛围环境等方面进行不断的改革创新,方能推进新时期高中历史教学不断创新式发展。     

National identity and its relationship with teachers' historical knowledge and pedagogy: the case of Taiwan

National identity is one of the most important forms of ideology that affects human behaviours. Yet, the issue of whether it influences history teachers' subject matter knowledge or teaching practice is overlooked most of the time. With regime change in Taiwan, history curriculum and textbooks are no longer dominated by a China-centred narrative; more Taiwanese history is included in the curriculum. Given the fact that the Taiwanese are split on the issue of national identity, it is important to understand if and how teachers vary in their historical knowledge and instruction. This study examines the issue by investigating the relationships between Taiwanese junior high school history teachers' national identities, their subject matter knowledge and teaching practices. The result indicates that teachers' national identities significantly relate to their historical knowledge and conceptions about history, but bear no relationship to their teaching approaches. Pro-independence teachers have significantly more knowledge in both Taiwanese and Chinese histories and have better conceptions about the nature of history, but they do not necessarily choose to provide students multiple perspectives and interpretations. The implications for democratic citizenship education and teacher education are discussed.