Wallace-Casey, C.;
(2022)
Teaching and learning the legacy of residential schools for remembering and reconciliation in Canada.
History Education Research Journal
, 19
(1)
pp. 1-18.
10.14324/HERJ.19.1.04.
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Abstract
In 2015, the Truth and Reconciliation Commission (TRC) of Canada released a Final Report containing 94 Calls to Action. Included were calls for reform in how history is taught in Canadian schools, so that students may learn to address such difficult topics in Canadian history as Indian Residential Schools, racism and cultural genocide. Operating somewhat in parallel to these reforms, social studies curricula across Canada have undergone substantial revisions. As a result, historical thinking is now firmly embedded within the curricula of most provinces and territories. Coupled with these developments are various academic debates regarding public pedagogy, difficult knowledge and student beliefs about Canada’s colonial past. Such debates require that researchers develop a better understanding of how knowledge related to Truth and Reconciliation is currently presented within Canadian classrooms, and how this may (or may not) relate to historical thinking. In this paper, I explore this debate as it relates to Indian Residential Schools. I then analyse a selection of classroom resources currently available in Canada for teaching about Truth and Reconciliation. In so doing, I consider how these relate to Peter Seixas’s six concepts of historical thinking (Seixas and Morton, 2013), as well as broader discussions within Canada about Indigenous world views, historical empathy and Reconciliation.
| Type: | Article |
|---|---|
| Title: | Teaching and learning the legacy of residential schools for remembering and reconciliation in Canada |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/HERJ.19.1.04 |
| Publisher version: | https://doi.org/10.14324/HERJ.19.1.04 |
| Language: | English |
| Additional information: | © 2022, Cynthia Wallace-Casey. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | Truth and Reconciliation, historical thinking, history education, historiographic poetics, Indigenous world views, ethical relationality, historical empathy |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10151805 |
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