A call for more religious education in the secondary social studies curriculum of western Canadian provinces

2015 ◽  
Vol 45 (2) ◽  
pp. 154-175 ◽  
Author(s):  
Margaretta L. Patrick
Keyword(s):  
Social Studies ◽  
Religious Education ◽  
Social Studies Curriculum ◽  
Secondary Social Studies ◽  
Canadian Provinces

scholarly journals Vanished History: Current Representations of Indigenous People history in the Ontario Social Studies Curriculum (Grades 9-12)

2018 ◽  
Vol 1 ◽  
Author(s):  
Evgeniya Bobrovnik
Keyword(s):  
Social Studies ◽  
Indigenous People ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
Social Studies Curriculum ◽  
Secondary Social Studies ◽  
Limited Perspective ◽  
Current Events ◽  
Integral Role ◽  
History Of

This paper is a document analysis of the Ontario secondary Social Studies curriculum, specifically of the ways it represents history of Indigenous People. Findings revealed omissions in representation and the limited perspective on the historical and current events concerning the Indigenous population. Applying the framework of anti-racist pedagogy and Culturally Responsive Teaching practices, author suggests that thorough representation of indigenous history in the curriculum plays an integral role in the anti-racist education and proposes ways to overcome curriculum limitations.  

scholarly journals Social Studies in Three Canadian Provinces: A Comparative Exploration

2015 ◽  
Vol 44 (1) ◽  
Author(s):  
Catherine Broom
Keyword(s):  
British Columbia ◽  
Social Studies ◽  
Structural Form ◽  
Social Studies Curriculum ◽  
Similarities And Differences ◽  
Canadian Provinces

This paper compares the similarities and differences in Ontario, British Columbia, and Nova Scotia’s Social Studies curriculum documents. It finds a number of similarities in the curriculum documents including in structural form, aims, and content. It also finds some differences based on historical contingencies and regional conditions. The paper then analyses possible reasons for the similarities and differences found, with a focus on key individuals involved and contexts, and comments on whether calls for a national Social Studies curriculum should be implemented.

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