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dc.contributor.authorBruno-Jofré, Rosa
dc.contributor.authorSchiralli, Martin
dc.date.accessioned2007-07-04T21:38:45Z
dc.date.available2007-07-04T21:38:45Z
dc.date.issued2002
dc.identifier.citationBruno-Jofré, R. & Schiralli, M. (2002). Canadian history education: Toward resolving a contemporary dilemma. Encounters on Education/Encuentros sobre Educación/Rencontres sur l Education, 3 (Fall) pp.117-129.en
dc.identifier.isbn1-55339-028-8
dc.identifier.urihttp://hdl.handle.net/1974/428
dc.description.abstractThe authors argue that intellectual shifts and related ideological debates have set new pedagogical demands on history teachers and new programmatic demands on faculties of education. In an attempt to relate the relevance of generating historical thinking (motivating the students to think like historians) to transformative education, the authors outline an history inquiry model based on Dewey's educational theory. In this model, content knowledge and mastery of the subject matter is as critical as an understanding of teaching and learning history. The paper addresses the challenges set by a dominant relativist self-referential slant, the teaching of history in a multicultural class, and the tendency, in particular in social studies classes, to fall into presentism.en
dc.format.extent135605 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoenen
dc.publisherFaculty of Education, Queen's Universityen
dc.subjecteducational historyen
dc.subjecthistory instructionen
dc.subjecthistorical inquiry modelen
dc.subjectlearning historyen
dc.titleCanadian history education: Toward resolving a contemporary dilemmaen
dc.title.alternativeTeaching history: A discussion of contemporary challengesen
dc.typeArticleen


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