The future of History education: How History’s methods are more important than its facts and narratives in a post-reality, alternative-facts, fake-news society

Article de revue


État de publication: Publiée (2019 )

Nom de la revue: Canadian Issues

Intervalle de pages: 47-51


Résumé: The Association for Canadian Studies (ACS) has focused its attention in this project on the impact of technologies on the teaching and learning of history. Particularly, it asks: How does the modern technology landscape — ranging from the Internet to mobile devices to search engines to social media, etc. — increasingly “challenge educators as to how best to reach citizens with key information”? To get at this issue, ACS commissioned a survey amongst Canadians inquiring into their relationships with technologies, information, memory and history. In a subsequent forum, a room full of scholars from various disciplines gathered to synthesize the results of the survey and discuss their implications. Even more interesting than the answers given to a survey, however, are the questions asked. The ACS’s survey questions probe at a principal concern: that technological advances, via effects on our memories, are potentially changing our relationship with history and historical information. In this essay, I’ll briefly examine this concern through the lenses of education curricula to offer some thoughts on how the education sector might wish to respond.