Women, Gender, and History Education
Springer International Publishing (Verlag)
9783031697807 (ISBN)
This is the first edited collection to focus on women, gender, and history education in Canada. The aim of this edited collection is threefold: to offer a historical analysis of women and gender in K-12 teaching and learning of history; to provide an examination of women and gender in relation to contemporary pedagogy, curriculum, and resources in K-12 history education and teacher education; and, to explore the future of history education when informed by intersectional feminism and gender theory. Readers are introduced to the ways in which women's historical narratives have been repeatedly marginalized, despite the efforts of feminist activists and educators. This collection is the beginning of a long overdue conversation about women and gender in how we teach and learn about the past.
Kristina R. Llewellyn is Professor of History and the Wilson College Leadership and Civic Engagement at McMaster University, Canada. She recently held the position of Professor of Social Development Studies at the University of Waterloo, Canada. She is one of Canada's leading scholars in history and education whose research tackles vital questions about gender, teaching, and justice. Llewellyn is an award-winning author and a regular commentator for local and national media on education issues, promoting nuanced understandings and practices of history, teaching, and learning for an equitable society.
Marie-Hélène Brunet is Associate Professor of Social Studies and History Education at the Faculty of Education of the University of Ottawa, Canada. Brunet is interested in history education, the history of education and the history of women and gender. Her current research focuses on the understanding of historical agency by elementary and secondary school teachers and students, as experienced through various teaching tools (narratives, textbooks, historical films, video games and children's literature).
Rose Fine-Meyer is Senior Lecturer in the School of Education, OISE, University of Toronto, Canada. Her research explores relationships between provincially sanctioned curricula, textbook narratives, place-based learning, and women's history. She is currently a Co-investigator in a SSHRC partnership grant, "Thinking Historically for Canada's Future.
Introduction: Teaching and Learning about the Past for Gender Justice in the Future.- Part I: Feminism and History Education, 1970s to the Present.- The History of the Precariousness of Women's Voices and Stories within History Curriculum in Ontario.- I teach how to look for what is there and what is missing: Women's Testimonies of Resistance at the Royal Ontario Museum and the Art Gallery of Ontario, 1970s-2000s.- Part II: The State of Women and Gender in Curriculum, Resources, and Pedagogy.- Including women's history or teaching history from a feminist perspective? The predisposition to multiperspectivity of history teachers in Quebec.- At the Heart of It: Tracing Gendered Conceptions of Empathy and Affect within Historical Thinking in Canada.- Part III: (Re)Storying Women's and Gender Histories in Schools and Museums.- Sky Woman and Haudenosaunee Oral Histories in Canadian Curriculum.- (Re)Framing our Past, Contesting the Present: Centring Diverse Women's Historical Agency in the Framing Our Past 2.0 Project.- Going Public with Women's History Education: Feminist Museum Design and Youth Historical Consciousness.
| Erscheinungsdatum | 09.11.2024 |
|---|---|
| Zusatzinfo | XVII, 176 p. 30 illus. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 148 x 210 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| Schlagworte | Canadian Education • Gender and Education • history curriculum • History education • K-12 • Oral History |
| ISBN-13 | 9783031697807 / 9783031697807 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
