A Spectrum of Historical Thinking: K–12 History and Social Studies Curricula in Canada
DOI:
https://doi.org/10.53967/cje-rce.7633Keywords:
historical thinking, social studies education, history education, curriculum analysisAbstract
The purpose of this study is to examine how historical thinking is engaged within K–12 history and social studies curricula in Canada. We conducted a content and critical discourse analysis of curricula at the elementary/middle and secondary school levels for each of Canada’s 10 provinces. The findings reveal that while historical thinking—as conceptualized by history education scholar Peter Seixas—is present in history and social studies curricula across most provinces, the degree and nature of this engagement varies. We suggest that the ways in which historical thinking concepts are taken up in curricula may be best represented by a spectrum, which ranges from “established” concepts to “selective interpretation” and, finally, to “limited presence.” The study concludes by calling for jurisdictions across Canada to take up historical thinking in a more robust way, in an effort to support meaningful inquiry within history teaching and learning.
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