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
In the first year of a doctoral program, one of the most important things to learn is who your supervisor(s) are. I am very fortunate to have two people working with me – Dr. Marie-Hélène Brunet and Dr. Cynthia Wallace-Casey. Marie-Hélène was suggested to me by Dr. Lindsay Gibson, a professor at UBC. I had messaged Lindsay to get some ideas about starting a Ph.D. I don’t know Dr. Gibson all that well, but I have read some of his work and I take part in the Thinking Historically for Canada’s Future project where he is on the executive committee. He suggested I contact Marie-Hélène and ask her to be my supervisor. Here, I have to stop to note what an incredible academic community I am now a small part of. I had only spoken to Marie-Hélène over Zoom, but she agreed to be my supervisor and carefully coached me on my letter of intent for the University of Ottawa. Pretty wonderful.
Incredible what one conversation on Twitter started!
This year, Marie-Hélène introduced me to Cynthia Wallace-Casey, an Adjunct Professor at the University of Ottawa; she is now supervising me with Marie-Hélène. Dr. Brunet started out as a high school and CEGEP teacher in Montreal and after four years went back to school to get her Master’s and Ph.D. She has been an Assistant Professor of social studies and history education at the Faculty of Education since 2018 and her current work focuses on understanding the historical consciousness of teachers and students. Her work enriches the literature on Historical Thinking Concepts (2014); she is currently a co-investigator on the Thinking Historically project (2020).
Dr. Wallace-Casey has worked in the field of public history and heritage in New Brunswick for the past twenty years. For her Masters, she studied the contributions made by women weavers in 19th century New Brunswick and how they contributed to the economy of Queen’s County (2011). Cynthia also has an incredible blog – Cynthia’s Heritage Education Blog – A View from the Picture Province… (2022) started in 2009 and updated on a regular basis. Her latest post includes a webinar (2021) outlining ways to bridge the gap between educators and museums to facilitate student learning.
Both of my supervisors have a keen interest in Historical Thinking Concepts, as do I. This is a methodology for teaching history that focuses on key concepts like cause and consequence, historical significance, ethics and the development of a historical perspective (Seixas et. al., 2013). They both write about this methodology and I am looking forward to working with them; there is a great deal I can learn. Dr. Wallace-Casey writes about the development of the Canadian History Hall in Constructing Patriotism: How Canada’s History Hall has evolved over 50 years (2018). She has also written about how students can develop historic consciousness through work with adult volunteers at community museums (2017). Dr. Wallace-Casey has followed up on this inquiry with a recent piece that investigates student learning at the Museum of History and their development of ‘Big Ideas’ in Canadian history (2019).
Dr. Brunet writes about historical consciousness and students’ and teachers’ sense of agency. In a collaborative piece with high school teacher Scott Pollock, they analyze the historical understanding of feminism held by different groups of female high school students. The surprising results of their research led them to examine why girls were hostile to feminist ideas. Their inquiry examines the students’ sense of historic consciousness and their personal theories of agency (p. 12). They conclude that in the mind of the students, the past has no connection to the present. While past struggles for the vote and legal recognition by women were understood by the students, these struggles have no present-day meaning.
Both of my supervisors see this concept as the key to understanding how people understand history. Both also reference Jörn Rüsen who writes about historical consciousness:
The basic category for understanding historical learning is that of historical consciousness. Its widespread definition sounds as follows: a mental activity of interpreting the past for the sake of understanding the present and expecting the future. Thus it combines past, present and future along the line of an idea of what temporal change is about. (p. 523)
Forming Historical Consciousness – Towards a Humanistic History Didactics. Antíteses. 5(10), 519–536.
After conducting separate studies, Brunet and Scott concluded that most of the students were operating at a level of historical consciousness that views history as a steady progression towards the good. The past battles for justice, are now over; there is no need for a feminist movement (p. 18). This in turn leads to a false sense of agency where the individual believes the past has no impact on the rights and privileges they currently enjoy.
The works of Drs. Wallace-Casey and Brunet are linked by the concept of historical consciousness. In Dr. Wallace-Casey’s research, she recounts a narrative describing the development of an inclusive Canadian consciousness through the slow evolution of the Canadian History Hall. In this piece, it is important to remember that the weaving of Canadian Indigenous stories into the main narrative only happened in 2017 (2018).
Both Drs. Wallace-Casey and Brunet agree that a sense of the past is something that must be developed over time. Both use the same categories of historical consciousness to situate the students and teachers with whom they work. Dr. Wallace-Casey sees a strong role for local museums in helping students to develop personal relevancy to the past – something that was lacking in the high school students in Dr. Brunet’s study.
Dr. Brunet also examines ways to develop a greater sense of historical consciousness through teacher-candidate workshops that examine how traditional male-dominated narratives are still told in our current textbooks (Brunet & Demers, 2018). By analyzing the stories that are missing from our current historical narrative. Dr. Brunet attempts to deconstruct the traditional narratives still held by new teachers. In doing so, there is a chance that these educators will be able to develop new narratives in their classrooms. In this sense, both of my supervisors are examining how we perceive our stories and what can be done to develop a more inclusive look at the past.
Author’s Note: This video explains a lot about Dr. Brunet’s work
References – what I read to put this together. Yet another challenge, figuring our APA!
Wallace-Casey, C. (2017). I like to take everything and put it in my own words: Historical Consciousness, Historical Thinking, and Learning with Community History Museums. Canadian Journal of Education, 40(1), 1–28.
Wallace-Casey, C. (2018). Constructing Patriotism: How Canada’s History Hall has evolved over 50 years. History Education Research Journal. 15(2), 292–307. https://doi.org/10.18546/HERJ.15.2.10
Wallace-Casey, C. (January 20, 2021). Museum Collections and N.B. Social Studies: Bridging the Two. Association Heritage New Brunswick.