EBOOK
About
History has never been as present in our daily lives as it is today.
Through any number of media outlets, tens of millions of people are in daily contact with historical discourses and practices. Between games, informational articles, social media posts and other sources, history is everywhere-in Civilization VI, live-action role-playing games, The Berlin Trilogy, Game of Thrones, and the works of Tolkien or Satrapi.
This rise in popularity of history, along with an unprecedented access to social platforms, provide opposing and irreconcilable views of what should be commemorated (or debunked), of decolonization and reconciliation, and of other historical and social justice questions such as the elimination of police brutality and racism.
How can we help our youth develop the critical thinking they need to address these questions?
Reflecting on the use of works of non-academic history in the classroom, the authors of this book explore the use of popular or public history to teach historical thinking that will enable students to become informed and engaged citizens. Penney Clark (Contributor)
Penney Clark is Professor in the Department of Curriculum and Pedagogy. Clark's research interests centre on the production and provision of elementary-high school textbooks in historical contexts, the historical development of history and social studies curricula in Canada, and history teaching and learning. She has published widely in these areas and has been awarded multiple times. Clark is co-lead of the Curriculum and Resources cluster in the "Thinking Historically for Canada's Future" project that was recently awarded a $2.5 million SSHRC Partnership Grant (2019-2026).
Alan Sears (Contributor)
Alan Sears is Professor Emeritus at the Faculty of Education, University of New Brunswick. His research interests are in civic education, history, education, and teacher education. Dr. Sears's most significant area of impact and contribution is in the curriculum, policy, and practice in Citizenship Education and History Education. He has an outstanding record of national research grants, is widely published, and his work is regularly cited.
Etienne Anheim (Contributor)
Etienne Anheim is a former student of the ENS Fontenay/St-Cloud, agrégé d'histoire, doctor of history as well as a former member and researcher at the Centre national de la recherche scientifique at the École française de Rome. His research focuses on the economic, social, and material history of painting as well as on the history of written practices between the 13th and 15th centuries, from literary figures such as Petrarch to library inventories and accounting records, while at the same time addressing questions of historiography and the epistemology of history. Anheim is a member of the editorial boards of the Revue de Synthèse, Médiévales and Annales.
Julien Bazile (Contributor)
Julien Bazile holds a PhD in Information and Communication Sciences from the University of Lorraine within the Centre de Recherche sur les Médiations and a PhD in History from the Université de Sherbrooke. His research examines the narration of history in video games, focusing on the action-adventure game Assassin's Creed (Ubisoft, 2007). Adopting an interdisciplinary approach, he explores the creation of historical games, balancing rigorous research with the constraints of the medium and the economic, cultural, and commercial pressures of the video game industry.
Vincent Boutonnet (Contributor)
Vincent Boutonnet is Professor of social sciences and humanities didactics at UQO since May 2013. His research, funded by FRQSC and SSHRC, focuses on the epistemological progression of future history teachers, teaching practices, and the use of resources like textbooks, iconographic, and digital documents. He also analyzes cultural products such as historical films and video games. Boutonnet is part of funded teams studying agentivity, citizenship
Through any number of media outlets, tens of millions of people are in daily contact with historical discourses and practices. Between games, informational articles, social media posts and other sources, history is everywhere-in Civilization VI, live-action role-playing games, The Berlin Trilogy, Game of Thrones, and the works of Tolkien or Satrapi.
This rise in popularity of history, along with an unprecedented access to social platforms, provide opposing and irreconcilable views of what should be commemorated (or debunked), of decolonization and reconciliation, and of other historical and social justice questions such as the elimination of police brutality and racism.
How can we help our youth develop the critical thinking they need to address these questions?
Reflecting on the use of works of non-academic history in the classroom, the authors of this book explore the use of popular or public history to teach historical thinking that will enable students to become informed and engaged citizens. Penney Clark (Contributor)
Penney Clark is Professor in the Department of Curriculum and Pedagogy. Clark's research interests centre on the production and provision of elementary-high school textbooks in historical contexts, the historical development of history and social studies curricula in Canada, and history teaching and learning. She has published widely in these areas and has been awarded multiple times. Clark is co-lead of the Curriculum and Resources cluster in the "Thinking Historically for Canada's Future" project that was recently awarded a $2.5 million SSHRC Partnership Grant (2019-2026).
Alan Sears (Contributor)
Alan Sears is Professor Emeritus at the Faculty of Education, University of New Brunswick. His research interests are in civic education, history, education, and teacher education. Dr. Sears's most significant area of impact and contribution is in the curriculum, policy, and practice in Citizenship Education and History Education. He has an outstanding record of national research grants, is widely published, and his work is regularly cited.
Etienne Anheim (Contributor)
Etienne Anheim is a former student of the ENS Fontenay/St-Cloud, agrégé d'histoire, doctor of history as well as a former member and researcher at the Centre national de la recherche scientifique at the École française de Rome. His research focuses on the economic, social, and material history of painting as well as on the history of written practices between the 13th and 15th centuries, from literary figures such as Petrarch to library inventories and accounting records, while at the same time addressing questions of historiography and the epistemology of history. Anheim is a member of the editorial boards of the Revue de Synthèse, Médiévales and Annales.
Julien Bazile (Contributor)
Julien Bazile holds a PhD in Information and Communication Sciences from the University of Lorraine within the Centre de Recherche sur les Médiations and a PhD in History from the Université de Sherbrooke. His research examines the narration of history in video games, focusing on the action-adventure game Assassin's Creed (Ubisoft, 2007). Adopting an interdisciplinary approach, he explores the creation of historical games, balancing rigorous research with the constraints of the medium and the economic, cultural, and commercial pressures of the video game industry.
Vincent Boutonnet (Contributor)
Vincent Boutonnet is Professor of social sciences and humanities didactics at UQO since May 2013. His research, funded by FRQSC and SSHRC, focuses on the epistemological progression of future history teachers, teaching practices, and the use of resources like textbooks, iconographic, and digital documents. He also analyzes cultural products such as historical films and video games. Boutonnet is part of funded teams studying agentivity, citizenship
Related Subjects
Extended Details
- SeriesEducation