Books
Clark, P., & Sears, A. (2020). The Arts and the Teaching of History: Historical F(r)ictions (1st ed. 2020 edition). Palgrave Macmillan.
Edited Book
Berg, C. W., & Christou, T. M. (Eds.). (2020). The Palgrave Handbook of History and Social Studies Education (1st ed. 2020 edition). Palgrave Macmillan.
Case, Roland and Penney Clark, eds. Learning to Inquire in History, Geography and Social Studies: An Anthology for Secondary Teachers, 4ed. Vancouver, BC: The Critical Thinking Consortium, 2020.
Llewellyn, K. & Ng-A-Fook, N. (2020). (Eds.). Oral History, Education, and Justice: Possibilities and Limitations for Redress and Reconciliation. New York, New York: Routledge. (SSHRC Funded)
Phelan, A., & Pinar, W. F., Ng-A-Fook, N., & Kane, R. (2020). (Eds.). Reconceptualizing Teacher Education Worldwide: A Canadian Contribution to a Global Challenge. Ottawa, Ontario: University of Ottawa Press. (SSHRC Funded)
Book chapters
Brant-Birioukov,, Ng-A-Fook, N., & Kane, R. (2020). Reconceptualizing Teacher Education in Ontario: Civic Particularity, Ethical Engagement, and Reconciliation. In Anne Phelan, William F. Pinar, Nicholas Ng-A-Fook, and Ruth Kane (Eds.). Reconceptualizing Teacher Education Worldwide: A Canadian Contribution to a Global Challenge. Ottawa, Ontario: University of Ottawa Press. (SSHRC Funded)
Brant-Birioukov, K., Ng-A-Fook, N., & Llewellyn, K. (2020). Restorying Settler Teacher Education: Truth, Reconciliation, and Oral History. In Nicholas Ng-A-Fook & Kristina Llewellyn (Eds.). Oral History, Education, and Justice: Possibilities and Limitations for Redress and Reconciliation. New York, New York: Routledge. (SSHRC Funded)
Clark, Penney and Ruth Sandwell. The History Education Network: An Experiment in Knowledge Mobilization. In Christopher Berg and Theodore Christou, eds., Palgrave Handbook of History and Social Studies Education, 253-294. New York: Palgrave Macmillan, 2020.
Duquette, C., Couture, C. (2020). L’apport d’une approche commune en science, technologie et univers social, pour intégrer des savoirs autochtones contribuant à la décolonisation de l’éducation. Dans Maheux, G. et Paul, V. La décolonisation de la scolarisation des jeunes inuit et des Premières Nations : sens et défis, Presses de l’Université du Québec (PUQ), 249-268.
Duquette, C. (2020). La conscience historique critique comme finalité du cours d’histoire? Réflexion sur une possible opérationnalisation en salle de classe, dans Gagnon M. et Aldelkrim, H. (eds.). Pensée disciplinaire et pensée critique, Cursus Universitaire, St-Lambert, Canada.
Duquette, C., Monney, N. et Fontaine, S. (2020), Québec’s History of Québec and Canada ministerial examination: a tool to promote historical thinking or a hurdle to hinder its inclusion?, in Berg, C. W. & Christou, T. M. (Eds.). The Palgrave handbook of history and social studies education. New York, NY: Palgrave Macmillan, 323-354.
Lindsay, G,. Roberts-Smith, J,. Llewellyn, K.R., & Llewellyn, J., with the DOHR team. “A New Approach to Virtual Reality in History Education: The Digital Oral Histories for Reconciliation project (DOHR)” in Mario Carretero, Cristian Parellada and María Cantabrana Carassou, eds., History Education and Digital Practices. New York, NY: Routledge, forthcoming.
Ng-A-Fook, N, *Oguanobi, H. I., Radford, L. (2020). Reconceptualizing our “Ideas” of Transnational Citizenship: Migration, Unconditional Hospitality, and Urban Priority Schools. In John Chi-Kin and Noel Gough. (Eds.). Transnational education and curriculum studies: International perspectives. New York, New York: Routledge. (SSHRC Funded)
Academic Articles
Scott, D. (2021). A meditation on current and future trajectories for elementary social studies in Alberta. One World in Dialogue, 6(1), 1-34. https://ssc.teachers.ab.ca/
Dagenais, Maxime. « Une opportunité manquée : la Rébellion canadienne (1837-38) dans les manuels scolaires au Canada. » Enjeux de l’univers social 16, no. 2 (Décembre 2020), 29-32.
Miles, James. (2020). Curriculum reform in a culture of redress: how social and political pressures are shaping social studies curriculum in Canada, Journal of Curriculum Studies, DOI: 10.1080/00220272.2020.1822920
Roberts-Smith, J., Carpenter, J., Llewellyn, K. R., Llewellyn, J. J., Dorrington-Skinner, T., Morrison, G., & Smith, T., (2020). “Relational Presence: Designing VR-Based Virtual Learning Environments for Oral History-Based Restorative Pedagogy.” Journal of Interactive Technology and Presence, 17, no. 1.
Robinson, I. (2020). Indigenous knowledge and perspectives in social studies: An analysis of Canadian social studies outcomes. Oregon Journal of the Social Studies, 8(1), 15-32. https://drive.google.com/file/d/1ND8JAqcGiOc2tyUHWmaIK94wdrUVki2n/view
Popular Articles/Blogs
Christou, T. (2020) Published article in The Conversation on the Indian Day Schools and Reconciliation, which was used as a panel for teacher candidates at Queen’s University (https://theconversation.com/indian-day-school-survivors-are-seeking-truth-and-justice-146655).
Duquette, C. (2020). From a Side Consideration to a Fully Fledge Discipline: An Overview of the Past, Present and Future of History Education, review of The Wiley International Handbook of History Teaching and Learning Edited by Scott A. Metzger and Lauren McArthur Harris, Theory and Research in Social Education, 48(2), 316-320.
Duquette, C., Monney, N., Fontaine, S. et Pageau, L. (2020). Ne plus se limiter aux filles du Roy : l’histoire d’Angélique et l’incendie de Montréal, Enjeux de l’univers social, 16(1), 31-34.
Gibson, L. et Duquette, C. (2020), Why am I teaching about this? Historical significance in Canadian history, Active History, [en ligne], 30 avril 2020, https://activehistory.ca/2020/04/why-am-i-teaching-about-this-historical-significance-in-canadian-history/
Sears, A., & Clark, P. (2020, September 28). Stop telling students to study STEM instead of humanities for the post-coronavirus world. The Conversation. http://theconversation.com/stop-telling-students-to-study-stem-instead-of-humanities-for-the-post-coronavirus-world-145813
Sears, A. (2020). Why Teach History? Part 1. Canadian Historical Association, The Teaching/Learning Blog. https://cha-shc.ca/teaching/teachers-blog/why-teach-history-part-1-2020-10-05.htm
Sears, A. (2020). Why Teach History? Part 2: Exploring the Nature of Truth. Canadian Historical Association, The Teaching/Learning Blog. https://cha-shc.ca/teaching/teachers-blog/why-teach-history-part-2-2020-10-19.htm
Sears, A. (2020). Why Study History? – Part 3: Fostering Civic Reason. Canadian Historical Association, The Teaching/Learning Blog. https://cha-shc.ca/teaching/teachers-blog/why-study-history-part-3-2020-10-26.htm
Sears. (2020). Why Teach History? Part 4: Engaging with Contemporary Issues. Canadian Historical Association, The Teaching/Learning Blog. https://cha-shc.ca/teaching/teachers-blog/why-teach-history-part-4-2020-11-02.htm
Sears, A. (2020) Toward Respectful Commemoration. Workshop for Social Studies Saskatchewan, November 3, 2020.