Education / Curricula

This collection reveals what preoccupies curriculum studies scholars in the present historical moment.

Drawing on First Peoples Principles of Education, this book highlights the ways in which Indigenous learning and pedagogies parallel the western notion of Slow pedagogy.

This book re-centres the practice and discipline of ethics as the core aspect of education.

Taking cues from the energy of the stage, this book harnesses lessons from some of Shakespeare’s most popular plays to help cultivate critical hope and empathy.

Smallest Circles First showcases how arts can be used with students, teachers, and communities to explore and learn about taking up the Truth and Reconciliation’s Calls to Action for Education.

This ethnographic study explores notions of hope and care by examining how theatre-making with young people might cultivate practices, relationships, and values that support them in engaged, creative, and ethical forms of citizenship.

Drawing from theory and case studies, Pop Culture and Power takes apart popular culture and reassembles it in ways that empower students to develop analytical sensibilities and design the socially just world they want to live in.

The book underlines the value of simulation-based education as an approach that fosters authentic engagement and deep learning.

Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.

. E-Crit is thus essential reading for anyone concerned with the practice - and future - of the humanities in higher education.

This is an analysis of English studies in higher education, addressed in particular to practitioners in the field – teachers and students. As Heather Murray states in her introduction, those who work in English are likely to have a stronger sense of critical history than of disciplinary history.

The papers included in this volume were originally presented at the opening of the Social Science Centre at the University of Western Ontario in 1973 and are believed to be the first collective assessment of the social sciences in Canada.

This volume deals with innovative developments of many different kinds in the local school systems in the years up to 1970. The major purpose is to show what may be expected from an educational organization that gives local authorities a certain amount of leeway to depart from standard procedures.

New Designs for Learning> (which can be considered a sequel to Design for Learning, edited by Northrop Frye, University of Toronto Press, 1962) extracts from all seventeen reports, many now out-of-print, have been organized to deal with the most pressing and interesting aspects of educational reform.

This important book is the result of a study of school curriculum undertaken by a joint committee of the University of Toronto and the Board of Education for the City of Toronto.

What the author chiefly aimed to do is to assess the main developments in the humanities in the Canadian universities since 194 7, to describe roughly where we stand now, and to suggest the nature of the problems facing us today and in the immediate future.