Kent Den Heyer
Biographic Data
| ID | 2268289 |
|---|---|
| NAME | Kent Den Heyer |
| GIVEN NAMES | Kent Den |
| FAMILY NAME | Heyer |
| SIGNATURE | HEYER K D |
| AFFILIATIONS | University of Alberta |
| ORCID | 0000-0002-6316-4948 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
Like a Rolling Stone
Building off work by Aoki, Badiou, and Biesta, the authors explore two questions about the aims of schooling and purposes of education: What might be educational about education beyond its qualification and socialization functions? In what way might we arrange knowledge for the possibility for “event” to occur and a subsequent “truth process” to proceed? In response, the authors use the career of the band The Rolling Stones as an example of key t…
On ethical judgments in history education
In their 2018 article, “Enriching Ethical Judgments in History Education,” Milligan, Gibson, and Peck reference me as follows: “Den Heyer [sic] (2012) maintained that disciplinary approaches to his
Youth Conceptualizations of Evil and Implications for Social Studies Education
Mapping the Shadow
History and social studies not only help to suture together “imagined communities” (Anderson, 1983 Anderson, B. 1983. Imagined communities: Reflections on the origin and spread of nationalism, London, , England: Verso. [Google Scholar]), they also convey understandings about how people effect change through time. This qualitative study investigates the reasoning of 4 secondary history teachers about agency as both a question of the shape of human…
Using Alain Badiou's Ethic of Truths to Support an 'Eventful' Social Justice Teacher Education Program
In this paper, the authors articulate a social justice purpose for an undergraduate teacher education program at a major Canadian university that they hope will inform more general discussions about social justice and teaching. The thesis they explore is the necessity for social justice teaching to utilize the acquisition of subject matter as a means to examine the ways in which our individual "nexus of privilege and ignorance reflect broader str…
Reverberating Echoes
A key challenge confronting teacher educators is to help their students identify perspectives that depart from dominant historical narratives of a nation‐state’s development so as to potentially derive alternative meanings of shared pasts from marginalized perspectives. In this article, we examine the nature of this challenge both as a theoretical issue and empirical engagement with two classes of history and social studies teacher candidates. We…
Introduction to Special Issue
Education as an Affirmative Invention
Schools can be places where students articulate a preferred social future and exercise informed judgment with others toward that goal. Yet, educators have few examples of what a curriculum explicitly concerned with undertaking such a process might look like. Distinct from questions about how best to receive an Other or social science investigations of what may constitute educational “best practices,” Kent den Heyer explores here the ways in which…
What If Curriculum (of a Certain Kind) Doesn’t Matter
I should begin by acknowledging that all four essays in The SAGE Handbook section “Making Curriculum” take readers through remarkably large swaths of research related to the politically invested te
Between Every “Now” and “Then”
This article reports on a review of research into students' reasoning about social change and causes they attribute to selected historical events. In this review, I distinguish studies into social change and causality as two methodological approaches to historical understanding before relating findings into the ways that students reason about agency in social change. I consider two of many possible explanations for these findings, one each from a…
Skills Mania
Between Every “Now” and “Then”
This article reports on a review of research into students' reasoning about social change and causes they attribute to selected historical events. In this review, I distinguish studies into social change and causality as two methodological approaches to historical understanding before relating findings into the ways that students reason about agency in social change. I consider two of many possible explanations for these findings, one each from a…
Reverberating Echoes
A key challenge confronting teacher educators is to help their students identify perspectives that depart from dominant historical narratives of a nation‐state’s development so as to potentially derive alternative meanings of shared pasts from marginalized perspectives. In this article, we examine the nature of this challenge both as a theoretical issue and empirical engagement with two classes of history and social studies teacher candidates. We…
On ethical judgments in history education
In their 2018 article, “Enriching Ethical Judgments in History Education,” Milligan, Gibson, and Peck reference me as follows: “Den Heyer [sic] (2012) maintained that disciplinary approaches to his
Mapping the Shadow
History and social studies not only help to suture together “imagined communities” (Anderson, 1983 Anderson, B. 1983. Imagined communities: Reflections on the origin and spread of nationalism, London, , England: Verso. [Google Scholar]), they also convey understandings about how people effect change through time. This qualitative study investigates the reasoning of 4 secondary history teachers about agency as both a question of the shape of human…
What If Curriculum (of a Certain Kind) Doesn’t Matter
I should begin by acknowledging that all four essays in The SAGE Handbook section “Making Curriculum” take readers through remarkably large swaths of research related to the politically invested te
Introduction to Special Issue
Skills Mania
Between Every “Now” and “Then”
This article reports on a review of research into students' reasoning about social change and causes they attribute to selected historical events. In this review, I distinguish studies into social change and causality as two methodological approaches to historical understanding before relating findings into the ways that students reason about agency in social change. I consider two of many possible explanations for these findings, one each from a…
Education as an Affirmative Invention
Schools can be places where students articulate a preferred social future and exercise informed judgment with others toward that goal. Yet, educators have few examples of what a curriculum explicitly concerned with undertaking such a process might look like. Distinct from questions about how best to receive an Other or social science investigations of what may constitute educational “best practices,” Kent den Heyer explores here the ways in which…
What If Curriculum (of a Certain Kind) Doesn’t Matter
I should begin by acknowledging that all four essays in The SAGE Handbook section “Making Curriculum” take readers through remarkably large swaths of research related to the politically invested te
Introduction to Special Issue
Using Alain Badiou's Ethic of Truths to Support an 'Eventful' Social Justice Teacher Education Program
In this paper, the authors articulate a social justice purpose for an undergraduate teacher education program at a major Canadian university that they hope will inform more general discussions about social justice and teaching. The thesis they explore is the necessity for social justice teaching to utilize the acquisition of subject matter as a means to examine the ways in which our individual "nexus of privilege and ignorance reflect broader str…
Reverberating Echoes
A key challenge confronting teacher educators is to help their students identify perspectives that depart from dominant historical narratives of a nation‐state’s development so as to potentially derive alternative meanings of shared pasts from marginalized perspectives. In this article, we examine the nature of this challenge both as a theoretical issue and empirical engagement with two classes of history and social studies teacher candidates. We…
Mapping the Shadow
History and social studies not only help to suture together “imagined communities” (Anderson, 1983 Anderson, B. 1983. Imagined communities: Reflections on the origin and spread of nationalism, London, , England: Verso. [Google Scholar]), they also convey understandings about how people effect change through time. This qualitative study investigates the reasoning of 4 secondary history teachers about agency as both a question of the shape of human…
Youth Conceptualizations of Evil and Implications for Social Studies Education
On ethical judgments in history education
In their 2018 article, “Enriching Ethical Judgments in History Education,” Milligan, Gibson, and Peck reference me as follows: “Den Heyer [sic] (2012) maintained that disciplinary approaches to his
Like a Rolling Stone
Building off work by Aoki, Badiou, and Biesta, the authors explore two questions about the aims of schooling and purposes of education: What might be educational about education beyond its qualification and socialization functions? In what way might we arrange knowledge for the possibility for “event” to occur and a subsequent “truth process” to proceed? In response, the authors use the career of the band The Rolling Stones as an example of key t…
Psychology (10 works) · Sociology (9 works) · Pedagogy (7 works) · Educator Training and Historical Pedagogy (6 works) · Epistemology (6 works) · Global Education and Multiculturalism (5 works) · Law (5 works) · Political science (5 works) · Social Psychology (5 works) · Philosophy (4 works)