This is my third journal entry. I think I am getting close to a question, so it makes sense to keep a record of this here. I am not sure what happens next, but this is my thinking and the resources I have collected so far.
Developing a National Identity through the teaching of history
What is history education for?
What are the elements of the master national narrative taught by Ontario teachers through the Grade 10 Canadian History curriculum?
Who remains invisible in this narrative? (ethnic, transnational, diasporic, and Indigenous—)
How do Ontario teachers develop students’ national identities through the teaching of Grade 10 Canadian History?
What role does the teaching of Historical Thinking Concepts play in deconstructing these national narratives?
How do teacher candidates perceive their role in teaching the only required Canadian History course in Ontario high schools?
How is this master national narrative disrupted by some teachers?
Given that scholars agree that state-sponsored history classrooms are complicit in perpetuating the master national narrative templates, how is history education in Canada responding? (Anderson p.5)
The Stories Nations Tell: Sites of Pedagogy, Historical Consciousness, and National Narratives Stephanie Anderson
What is the purpose of teaching history? What is our intention when we teach national narratives to students in our schools? Is it possible to explore our motivation when we develop a standard curriculum for the teaching of Canadian history? Barton and Levstik (2004) write that one of the considerations we must make when choosing what historical topics to teach is how this selection promotes the enhancement of the common good. One could ask – whose common good? Is there a common good or as Kendi (2019) writes there is no real mainstream world or school system. There are instead multiple real worlds and perspectives that need to be respected.
When it comes to teaching Grade 10 Canadian history – the only history course Ontario high schools students are required to take – how do we do this in a society that is made up of multiple world views? How do we engage students in such a way that the telling of the national narrative does this in a way that encompasses the multiple perspectives that make up our pluralistic society?
This is what I want to explore – What are the elements of the national narrative taught by Ontario teachers through the Grade 10 Canadian History curriculum? Who remains invisible in this narrative? How do Ontario teachers develop students’ national identities through the teaching of Grade 10 Canadian History? In this paper, I plan to do this by surveying the research on the teaching of national narratives to students. There are a variety of approaches to dealing with this challenge and various calls to change the way we teach a course that plays such an important role in developing students’ evolving sense of nationhood. In my conclusion, I will point out some practices that offer the most hope for ensuring that the telling of our national narrative(s) respects the diversity and multiple world views of our students.
Reading Themes and bibliography
These are the articles I can use for my bibliography. I will read all of this and much more. The section on teaching national narratives will grow, this is the latest category I have added. Each category is linked to a google doc. For this piece, the links are unactivated. If you have any ideas for resources please let me know!
Historic Agency and Consciousness
This is a complex subject that I don’t really understand, but I do have some good resources
Teaching National Narratives
Teaching Historical Thinking
History teaching methodology – teachers and teacher candidates
Students’ ideas about history
Continuity and Change
Alternatives to historical thinking concepts
Understanding the ethical dimension of historical interpretation
Cause and Consequence
I think you can tell just by my collection of articles what areas interest me