The place of history education in schools has sparked heated debate
in Canada. Is history dead? Who killed it? Should history be put in
the service of nation? Can any history be truly inclusive? This
volume advances the debate by shifting the focus from what should
be included in history education to how we should think about and
teach the past. In this book historians and educators discuss the
state of history education research and its implications for
classrooms, museums, virtual environments, and public institutional
settings. They develop a comprehensive research agenda both to help
students learn about the past and to understand how we construct
history from its infinite possibilities.
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