Historic Space:
Subtitle: A transformative model of history education
By: by Samantha Cutrara.
Published: 2007
Language: eng
Number of pages: 209
Subjects: Concept mapping.; Concepts in adolescence.; Transformative learning.; Canada -- History -- Study and teaching (Secondary) -- Ontario -- Toronto.; History education; Student engagement; Concept learning; Feminist theory; Deconstruction
First sentence: Canadian history has a reputation for being boring and uninteresting; but it is the tools used to teach Canadian history that make it boring and uninteresting, as well as the questions asked of it that render it dull and obsolete.  I believe history education is an untapped medium for critical engagement.  If history was thought of as a collection of malleable narratives, then students could use history to mold the nation into something they want to see, resulting in an interesting, exciting, and useful history for the future.
Description: This thesis presents the findings of the critical cognitive activity Historic Space as a transformative instructional strategy in high school history education.  Drawing on transnational feminist theory, poststructuralist deconstruction, and current work on historical consciousness, a small sample of upper-level high school students from a variety of Toronto high schools completed two interviews based on conceptual learning strategies, such as Concept Formation  and Concept  Mapping.  The purpose of this research was to see if students were able to think about history conceptually and spatially, and if they could, would learning history in this manner make it easier for them to talk about social injustice.  The results of this thesis are promising and show that history education can have transformative potential if students are presented with instructional strategies that build their confidence and give them opportunities to make their own conclusions about contentious subject matter.
Notes: Thesis (M.A.)--University of Toronto, 2007.

Includes bibliographical references (leaves 199-209)
Table of contents: pagenum: 1
label: 1
class: part
title: Introduction; pagenum: 27
label: 2
title: Research Design; pagenum: 41
title: Concept Attainment
label: 3; pagenum: 65
title: Concept Interpretation
label: 4; pagenum: 93
label: 5
title: Concept Application; pagenum: 135
title: Conclusion
label: 6; pagenum: 145
title: Appendix; pagenum: 197
title: Bibliography