Smith, Bryan (2017) Unwieldy social studies and traces of historical thinking: a response to Gibson and Case. Canadian Journal of Education, 40 (2). 3211.

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Abstract

I’d like to begin by thanking Lindsay Gibson and Roland Case for taking the time to engage in what is an important conversation about the nature of social studies pedagogical method in Canada. In large part, I appreciate the concerns that both Gibson and Case (2017) have for reimagining social studies in ways that move beyond the simple transmission of content that shaped (and perhaps continues to shape) the social studies experiences for many, including myself (for me, Grade 7 history class was little more than attempting to write everything down that was on the board before the teacher got to the end and erased from the beginning).

Item ID:	54168
Item Type:	Article (Commentary)
ISSN:	1918-5979
Date Deposited:	25 Jun 2018 01:08
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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