Methodologically historicizing social studies education: curricular filtering and historical thinking as social studies thinking

Smith, Bryan (2017) Methodologically historicizing social studies education: curricular filtering and historical thinking as social studies thinking. Canadian Journal of Education, 40 (2).

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Abstract

This article explores the implementation of what the Ontario Ministry of Education (OME) calls "social studies thinking concepts" in its current social studies, history, and geography curriculum. As a six-part framework largely influenced by historical thinking, I argue that the OME, in essence, creates a context wherein historical thinking, beyond simply influencing social studies thinking, comes to largely conflate with social studies thinking through what I call a curricular filter, a process of including incompatible or incongruous ideas through more amenable language. I suggest that this is incongruent with the OME's positioning of social studies as an integrated field and effectively denies social studies of its inherent interdisciplinary nature by privileging historically informed methods of inquiry.

Item ID: 54167
Item Type: Article (Research - C1)
ISSN: 1918-5979
Keywords: social studies thinking concepts, historical thinking, curricular filter, Ontario Ministry of Education
Additional Information:

Abstract [French]: Cet article porte sur la place qu’accorde le ministère de l’Éducation de l’Ontario (MÉO) à ce qu’il désigne comme les « concepts de la pensée critique propres aux sciences sociales » dans son curriculum actuel en sciences sociales, en histoire et en géographie. L’auteur soutient que, dans son programme-cadre en six sections, qui est largement influencé par la pensée historique, le MÉO crée un contexte où la pensée historique ne se limite pas simplement à influencer la pensée propre aux sciences sociales, mais en vient de fait à assimiler la pensée en sciences sociales à travers ce que l’auteur appelle un filtre curriculaire, un processus qui consiste à inclure des idées incompatibles ou incongrues par le biais d’un vocabulaire plus souple. L’auteur estime que cette approche vient non seulement contredire le fait que le MÉO positionne les sciences sociales comme un domaine d’apprentissage intégré, mais également infirmer la nature interdisciplinaire inhérente aux sciences sociales en privilégiant des méthodes d’enquête propres à l’histoire.

Date Deposited: 22 Jun 2018 01:32
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management) @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 100%
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