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How Did We Get Here: Social Studies Education and the Historical Issues Inhibiting Our Moving Elsewhere

  • Author(s) / Creator(s)
  • The issue taken up in this paper has to do with the ways in which Social Studies teachers might better take up issues of decolonization in their classroom practices. The purpose herein is twofold in that we might first define what decolonization looks like in classroom practice and then begin to understand why it is not a more common occurrence. What follows is a review of the literature to help us qualitatively define a working, and workable, definition of decolonization along with the overarching themes of communicative difficulties and issues of power. The hope is that teachers might be able to reflect upon these ideas and be better positioned to move forward in a reflective and transformative manner on issues related to Indigenous peoples, practices, and their historical importance, particularly in relation to the Alberta Social Studies curriculum.

  • Date created
    2020-04-01
  • Subjects / Keywords
  • Type of Item
    Learning Object
  • DOI
    https://doi.org/10.7939/r3-q9se-y156
  • License
    Attribution-NonCommercial 4.0 International