[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595853-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-595853-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","reshaping-canadian-history-education-in-support-of-reconciliation","Reshaping Canadian History Education in Support of Reconciliation","","Scholars debate how the Truth and Reconciliation Commission’s Calls to Action should shape history education and curriculum development. Some argue that addressing these calls requires rejecting disciplinary history and current historical-thinking approaches because they rest on an ethnocentric Western epistemology. This article proposes three substantive changes to Canadian history education that can support reconciliation, are partly underway but imperfect, and can be implemented without radical epistemological restructuring.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/reshaping-canadian-history-education-in-support-of-reconciliation/595853/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/reshaping-canadian-history-education-in-support-of-reconciliation/595853.png","ImageObject",300,407,{"name":42,"@type":43},"Fans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What problem does the Truth and Reconciliation Commission pose for history educators?","Question",{"text":62,"@type":63},"The Commission frames education as key to reconciliation and calls for curriculum changes to address gaps in historical knowledge that perpetuate ignorance and racism.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why do some scholars argue that history education should reject existing approaches?",{"text":67,"@type":63},"They contend that integrating Indigenous perspectives and giving equal respect to knowledge systems requires rejecting disciplinary history as currently understood because it is derived from an ethnocentric Western epistemology.",{"name":69,"@type":60,"acceptedAnswer":70},"What does the article propose for Canadian history education to support reconciliation?",{"text":71,"@type":63},"It proposes three significant changes that can be implemented without radical epistemological restructuring, including reforms already underway in many jurisdictions albeit imperfectly.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},595853,1792188990,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Reshaping Canadian History Education in Support of Reconciliation  \nLindsay Gibson University of Alberta  \nRoland Case  \nThe Critical Thinking Consortium  \nAbstract  \nScholars disagree about the implications of the Truth and Reconciliation Commission’s Calls to Action for history educators and curriculum developers. Some scholars contend that responding to these Calls to Action requires rejecting the discipline of history and historical thinking approaches currently being implemented in history and social studies curricula in several Canadian jurisdictions because they are derived from an ethnocentric Western epistemology. In this article, we propose three significant and important changes to Canadian history education in support of reconciliation, some of which are already underway, albeit imperfectly, and each of which can be implemented without radical epistemological restructuring.  \nKeywords: truth and reconciliation, historical thinking, history teaching and learning, epistemology, history education, curriculum reform, curriculum theory  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:1 (2019)©2019 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nLe point de vue des chercheurs diverge concernant les implications, pour les professeursd’histoire et les responsables de développement de programmes, des Appels à l’action émis par la Commission de vérité et réconciliation du Canada. Certains chercheurs soutiennent que répondre à ces Appels à l’action demande de rejeter le programme d’histoire et les approches de pensées historiques actuellement implantés dans les programmes d’études sociales et d’histoire de plusieurs provinces et territoires canadiens, puisque ceux-cidécoulent plutôt d’une épistémologie ethnocentrique occidentale. Cet article propose trois changements importants et significatifs à apporter dans l’éducation à l’histoire canadienneafin de soutenir la réconciliation, certains d’entre eux, bien qu’imparfaits, étant déjà en cours de réalisation, et chacun d’eux pouvant être mis en œuvre sans restructuration épistémologique radicale.  \nMots-clés : vérité et réconciliation, pensée historique, enseignement et apprentissage del’histoire, épistémologie, réforme de programme d’études, théorie des programmes  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:1 (2019) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThe Truth and Reconciliation Commission of Canada (TRC) presents history educatorsin Canada with a significant challenge. Its final report identifies education as “the key to reconciliation” and calls for changes in order to “remedy the gaps in historical knowledge that perpetuate ignorance and racism”(TRC, 2015, p. 234) . It urges making curriculum about residential schools part of a broader history education that integrates First Nations, Inuit, and Métis voices, perspectives, and experiences; builds common ground between Aboriginal and non-Aboriginal peoples; 1 rejects the racism embedded in colonial systems of education; and treats Aboriginal and Euro-Canadian knowledge systems with equal respect (p. 239) .  \nWhat specifically the TRC’s Calls to Action require of history educators and curriculum developers is disputed. Some scholars have suggested that integrating Indigenous perspectives and treating Indigenous and Euro-Canadian knowledge systems with equal respect require rejecting the discipline of history as currently understood because it is derived from an ethnocentric Western epistemology. Michael Marker (2011) reports that Indigenous scholars “have emerged over the past twenty years to challenge the assumptions of Western epistemologies”(p. 98) . Samantha Cutrara (2018) argues that historical thinking, which she characterizes as the most recent version of a disciplinary approach to history education (p. 255),“imposes a settler grammar over the study of the past,” which wide","cbCaillziiRlhxCM","https://ap.wps.com/l/cbCaillziiRlhxCM","pdf",774930,34,"English","# Abstract\n# Introduction\n## The TRC’s challenge for history educators\n## Disputed interpretations of the Calls to Action\n## The article’s contention and proposed areas of change","[{\"question\":\"What problem does the Truth and Reconciliation Commission pose for history educators?\",\"answer\":\"The Commission frames education as key to reconciliation and calls for curriculum changes to address gaps in historical knowledge that perpetuate ignorance and racism.\"},{\"question\":\"Why do some scholars argue that history education should reject existing approaches?\",\"answer\":\"They contend that integrating Indigenous perspectives and giving equal respect to knowledge systems requires rejecting disciplinary history as currently understood because it is derived from an ethnocentric Western epistemology.\"},{\"question\":\"What does the article propose for Canadian history education to support reconciliation?\",\"answer\":\"It proposes three significant changes that can be implemented without radical epistemological restructuring, including reforms already underway in many jurisdictions albeit imperfectly.\"}]","Reshaping Canadian History Education in Support of Reconciliation | PDF",1792081989,86]