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      Teaching and learning the legacy of residential schools for remembering and reconciliation in Canada

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          Abstract

          In 2015, the Truth and Reconciliation Commission (TRC) of Canada released a Final Report containing 94 Calls to Action. Included were calls for reform in how history is taught in Canadian schools, so that students may learn to address such difficult topics in Canadian history as Indian Residential Schools, racism and cultural genocide. Operating somewhat in parallel to these reforms, social studies curricula across Canada have undergone substantial revisions. As a result, historical thinking is now firmly embedded within the curricula of most provinces and territories. Coupled with these developments are various academic debates regarding public pedagogy, difficult knowledge and student beliefs about Canada’s colonial past. Such debates require that researchers develop a better understanding of how knowledge related to Truth and Reconciliation is currently presented within Canadian classrooms, and how this may (or may not) relate to historical thinking. In this paper, I explore this debate as it relates to Indian Residential Schools. I then analyse a selection of classroom resources currently available in Canada for teaching about Truth and Reconciliation. In so doing, I consider how these relate to Peter Seixas’s six concepts of historical thinking ( Seixas and Morton, 2013), as well as broader discussions within Canada about Indigenous world views, historical empathy and Reconciliation.

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          Two-Eyed Seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing

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                Author and article information

                Journal
                Hist_Educ_Res_J
                History Education Research Journal
                Hist_Educ_Res_J
                UCL Press
                2631-9713
                29 April 2022
                : 19
                : 1
                : 4
                Affiliations
                [1 ]University of Ottawa, Ontario, Canada
                Author notes
                [* ]Correspondence: cwallac2@ 123456uottawa.ca
                Author information
                https://orcid.org/0000-0002-9954-7713
                Article
                Hist_Educ_Res_J-19-4
                10.14324/HERJ.19.1.04
                75669074-4d1b-40a9-b256-6abc92994f53
                2022, Cynthia Wallace-Casey.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/HERJ.19.1.04.

                History
                : 27 August 2019
                : 22 February 2022
                Page count
                Pages: 18
                Categories
                Research article
                Custom metadata
                Wallace-Casey, C. (2022) ‘Teaching and learning the legacy of residential schools for remembering and reconciliation in Canada’. History Education Research Journal, 19 (1), 4. DOI: https://doi.org/10.14324/HERJ.19.1.04.

                Educational research & Statistics,General education,History
                historical empathy,historiographic poetics,history education,Truth and Reconciliation,historical thinking,ethical relationality,Indigenous world views

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