Abstracts
Abstract
This paper argues that history educators and teachers are uniquely implicated in the Truth and Reconciliation Commission’s Calls to Action through their responsibility to teach Indigenous and Canadian history, including the injustices of settler colonialism. After examining the politics of Canada’s ongoing truth and reconciliation process, this paper articulates three conceptual challenges for history education in pursuit of reconciliation: narrativity, temporality, and identity. This paper concludes by suggesting possible pedagogical opportunities for each of these challenges, taking into consideration a historical thinking approach to teaching and learning now embedded in most provincial and territorial curricula.
Keywords:
- truth and reconciliation,
- history education,
- historical thinking,
- historical injustice,
- settler colonialism,
- vérité et réconciliation,
- enseignement de l’histoire,
- réflexion historique,
- injustice historique,
- colonialisme
Résumé
Cet article soutient que les professeurs et enseignants en histoire jouent un rôle unique dans la mise en oeuvre des appels à l’action formulés dans le cadre de la Commission de vérité et réconciliation du Canada en enseignant l’histoire autochtone et canadienne ainsi que les injustices perpétrées par le colonialisme. Suite à l’analyse des politiques canadiennes en termes de processus de vérité et réconciliation, nous abordons dans cet article trois défis conceptuels de l’enseignement de l’histoire dans la recherche de la réconciliation : la narrativité, la temporalité et l’identité. Nous terminons l’article en présentant des pistes pédagogiques potentielles pour chacun de ces défis, prenant en considération une approche de pensée historique en lien avec l’enseignement et l’apprentissage maintenant intégrée dans la plupart des programmes provinciaux et territoriaux.
Appendices
Bibliography
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