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June, 2026

Archive
Historical Mindedness Mentorship Project

Teaching Japanese Canadian Internment

18ke2 • June 23, 2026

Sydney Davies, Marcus Lau, Sean Seokwoo Lee

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Historical Mindedness Mentorship Project

The Lens of the MS St. Louis

18ke2 • June 23, 2026

Graydon Farness, Taras Okhrimtchouk, Chris Ponikvar

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Historical Mindedness Mentorship Project

George Sears as a Home Child

18ke2 • June 23, 2026

Keshiha Elamurugan, Jennifer MacAdam, Silver Kuris

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Historical Mindedness Mentorship Project

History in the Eyes of Those Who Came Before Us

18ke2 • June 23, 2026

Wennie Chen, Avery Briese, Jenny O’Regan

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Historical Mindedness Mentorship Project

Exploring Historical Significance in Canadian History

18ke2 • June 23, 2026

Tridib Datta

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Historical Mindedness Mentorship Project

Modelling Continuity and Change

18ke2 • June 23, 2026

Kyra Adams, Anna Sum, Aurora Zhang

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Historical Mindedness Mentorship Project

Teaching Historical Significance Through the Red Paper

18ke2 • June 23, 2026

Hilary Fournier, Charlie Anthony, Lexi Tisdelle

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Posts pagination

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Categories

  • A Curriculum Compendium 18
  • A History of Science Education in New Brunswick, 1901-1990 11
  • A History of Social Studies Education in New Brunswick, 1901-2000 13
  • Assessing Historical Thinking 8
  • Byzantium and Education 45
  • Historical Mindedness Mentorship Project 16
  • History of Ontario Education 16
  • Subjects in Trinidad and Tobago’s Educational History 14
  • Take Action: Citizenship and Social Studies Projects 31

Latest Posts

A Curriculum Compendium

June 26, 2026 by 18ke2

Thinking Historically About Borden and Canada’s Wartime Choices

June 23, 2026 by 18ke2

Unlocking Historical Perspectives

June 23, 2026 by 18ke2

Historical Perspectives in Five Steps

June 23, 2026 by 18ke2

Continuity and Change in CHC2D

June 23, 2026 by 18ke2

Continuity and Change of the Atomic Bomb

June 23, 2026 by 18ke2

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… We live in a world of ideas, rather than of facts. These ideas are elusive and mutable. They need be approached humbly. Arrogance in pedagogical orientation is dangerous. It limits reflexivity. Educators, who assume to know and venture to teach, do so blindly. Our prior assumptions, unchecked, blind us. Pedagogically, the consequences can be perilous.

 

-T.M.C, ‘Satan or Socrates: The Perils of Excessive Pride in Pedagogy’ (2008, p. 175)

Recent Posts
  • A Curriculum Compendium June 26, 2026
  • Thinking Historically About Borden and Canada’s Wartime Choices June 23, 2026
  • Unlocking Historical Perspectives June 23, 2026
Categories
  • A Curriculum Compendium
  • A History of Science Education in New Brunswick, 1901-1990
  • A History of Social Studies Education in New Brunswick, 1901-2000
  • Assessing Historical Thinking
  • Byzantium and Education
  • Historical Mindedness Mentorship Project
  • History of Ontario Education
  • Subjects in Trinidad and Tobago’s Educational History
  • Take Action: Citizenship and Social Studies Projects
This website features research supported by the Social Sciences and Humanities Research Council of Canada.
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