In July 2019, the Wilson Institute for Canadian History at McMaster University hosted a critical and thought-provoking workshop, Doing History in Precarious Times, with the Ontario History and Social Studies Teachers’ Association.
Inspired by this workshop, we are issuing a Call for Chapters for scholars and educators to contribute a chapter and/or teaching reflection to an edited collection that will continue to explore approaches to teaching of history in the precarious conditions of the twenty-first century, as well as historicize what it means to teach in today's precarious times. At this stage, we are soliciting abstracts from potential contributors.
The intent of this edited collection is bring historians and educators together to build conceptual and pedagogical bridges between the ways educators navigated precarious times in the past and the ways we can understand teaching in precarious times in the present. We hope this collection will explore approaches to scholarship and pedagogy in teaching and learning Canadian history in elementary, secondary, and post-secondary contexts that respond to the precarity of the world outside the classroom.
We welcome you to consider and discuss the following questions in your chapters:
• What do “precarious times” mean for doing and teaching history, and how do we navigate this landscape as historians and educators? In short: what is at stake?
• What approaches, tools, and sources help us navigate precarity in teaching and the production of scholarship?
• How have times been precarious before? How did people teach and research then?
• What is the relationship between historical scholarship and teaching in elementary, secondary, and post-secondary settings?
While we are open to chapters that respond to these questions through a variety of topics, we are especially looking for chapters that cover topics such as:
• Responding to the Truth and Reconciliation Commission
• Climate change and climate injustice
• Social activism & protest
• Immigration, displacement, migration, transnationalism
• Employment (i.e. contract teaching, union organizing, strikes)
• Teaching and learning in non-traditional sites of education (i.e. museums, archives, tours)
We are currently soliciting abstracts of no more than 350 words for potential contributions. Abstracts are due November 22. Authors will be contacted in December. Final papers between 4,000-7,000 words will be due in the Spring.
We will also be accepting shorter, teaching reflections between 750-1,500 words about teaching experiences in elementary, secondary, post-secondary, and non-traditional sites of education.
Drafts of these reflections are due December 15.
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