Unwieldy social studies and traces of historical thinking: a response to Gibson and Case
Journal Contribution ResearchOnline@JCUAbstract
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).
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Canadian Journal of Education
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40
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1918-5979
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2
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7
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Canadian Society for the Study of Education
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