Carla L Peck
Biographic Data
| ID | 6100290 |
|---|---|
| NAME | Carla L Peck |
| GIVEN NAMES | Carla L |
| FAMILY NAME | Peck |
| SIGNATURE | PECK C L |
| AFFILIATIONS | University of Alberta |
| ORCID | 0000-0002-2107-5015 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
On taking a more encompassing view: A response to den Heyer
On taking a more encompassing view: A response to den Heyer." Theory & Research in Social Education, 47(2), pp. 299–300
Contemplating Historical Consciousness: Notes from the Field
The last several decades have witnessed an explosion of new empirical research into representations of the past and the conditions of their production, prompting claims that we have entered a new era in which the past has become more “present” than ever before. Contemplating Historical Consciousness brings together leading historians, ethnographers, and other scholars who give illuminating reflections on the aims, methods, and conceptualization o…
Contemplating Historical Consciousness: Notes from the Field
Enriching Ethical Judgments in History Education
This article explores the relationship between the philosophy of ethics, history education, and young people’s historical ethical judgments. In the last two decades, “ethical judgments,” which focus on making decisions about the ethics of historical actions, has been acknowledged as a second-order historical thinking concept in history education. Despite the expectation that history students should make reasoned and critically thoughtful historic…
Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach
The four chapters in section 3 focus on the complications teachers encounter when dealing with “difficult histories.” Each chapter represents a telling of a divided or haunted history within a transnational or subnational context: Israel, Northern Ireland, the U.S. and Cyprus. Tsafrir Goldberg (chapter 9), Alan McCully (chapter 10), and Alan Stoskopf and Angela Bermudez (chapter 11) combine theoretical reflections with amazing empirical research.…
Education, Globalization and the Nation
Key Contexts and Challenges
A quarter century ago, Benedict Anderson (1991) published what came to be a seminal book on understanding nationalism and nation states, Imagined Communities: Reflections on the Origins and Spread of Nationalism . Anderson argued that nations were not primarily bounded territories but ‘imagined communities’, created in the mind and heart through the mediation of a number of institutions and processes including schools, public monuments and histor…
It's not like [I'm] Chinese and Canadian. I am in between”: Ethnicity and Students' Conceptions of Historical Significance
This article explores the relationship between students' ethnic identities and their ascriptions of historical significance to moments in Canada's past. Twenty-six grade 12 students living in an ethnically diverse urban centre in British Columbia, Canada participated. Phenomenographic research methods were followed, with a range of data informing the findings. In groups, students completed a “picture-selection task” during which they were asked t…
Unreached and Unreasonable: Curriculum Standards and Children’s Understanding of Ethnic Diversity in Canada
In recent years, Canadian schools have developed new policies and practices in their approaches to both diversity policy and curriculum development. Public schools once intended to homogenize a diverse population have been transformed to institutions designed to foster tolerance and respect for diversity. Curricula previously organized around subject content are now framed as standards for student achievement. This article traces the development …
It's not like [I'm] Chinese and Canadian. I am in between”: Ethnicity and Students' Conceptions of Historical Significance
This article explores the relationship between students' ethnic identities and their ascriptions of historical significance to moments in Canada's past. Twenty-six grade 12 students living in an ethnically diverse urban centre in British Columbia, Canada participated. Phenomenographic research methods were followed, with a range of data informing the findings. In groups, students completed a “picture-selection task” during which they were asked t…
Enriching Ethical Judgments in History Education
This article explores the relationship between the philosophy of ethics, history education, and young people’s historical ethical judgments. In the last two decades, “ethical judgments,” which focus on making decisions about the ethics of historical actions, has been acknowledged as a second-order historical thinking concept in history education. Despite the expectation that history students should make reasoned and critically thoughtful historic…
Unreached and Unreasonable: Curriculum Standards and Children’s Understanding of Ethnic Diversity in Canada
In recent years, Canadian schools have developed new policies and practices in their approaches to both diversity policy and curriculum development. Public schools once intended to homogenize a diverse population have been transformed to institutions designed to foster tolerance and respect for diversity. Curricula previously organized around subject content are now framed as standards for student achievement. This article traces the development …
Unreached and Unreasonable: Curriculum Standards and Children’s Understanding of Ethnic Diversity in Canada
In recent years, Canadian schools have developed new policies and practices in their approaches to both diversity policy and curriculum development. Public schools once intended to homogenize a diverse population have been transformed to institutions designed to foster tolerance and respect for diversity. Curricula previously organized around subject content are now framed as standards for student achievement. This article traces the development …
It's not like [I'm] Chinese and Canadian. I am in between”: Ethnicity and Students' Conceptions of Historical Significance
This article explores the relationship between students' ethnic identities and their ascriptions of historical significance to moments in Canada's past. Twenty-six grade 12 students living in an ethnically diverse urban centre in British Columbia, Canada participated. Phenomenographic research methods were followed, with a range of data informing the findings. In groups, students completed a “picture-selection task” during which they were asked t…
Education, Globalization and the Nation
Key Contexts and Challenges
A quarter century ago, Benedict Anderson (1991) published what came to be a seminal book on understanding nationalism and nation states, Imagined Communities: Reflections on the Origins and Spread of Nationalism . Anderson argued that nations were not primarily bounded territories but ‘imagined communities’, created in the mind and heart through the mediation of a number of institutions and processes including schools, public monuments and histor…
Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach
The four chapters in section 3 focus on the complications teachers encounter when dealing with “difficult histories.” Each chapter represents a telling of a divided or haunted history within a transnational or subnational context: Israel, Northern Ireland, the U.S. and Cyprus. Tsafrir Goldberg (chapter 9), Alan McCully (chapter 10), and Alan Stoskopf and Angela Bermudez (chapter 11) combine theoretical reflections with amazing empirical research.…
Contemplating Historical Consciousness: Notes from the Field
The last several decades have witnessed an explosion of new empirical research into representations of the past and the conditions of their production, prompting claims that we have entered a new era in which the past has become more “present” than ever before. Contemplating Historical Consciousness brings together leading historians, ethnographers, and other scholars who give illuminating reflections on the aims, methods, and conceptualization o…
Contemplating Historical Consciousness: Notes from the Field
Enriching Ethical Judgments in History Education
This article explores the relationship between the philosophy of ethics, history education, and young people’s historical ethical judgments. In the last two decades, “ethical judgments,” which focus on making decisions about the ethics of historical actions, has been acknowledged as a second-order historical thinking concept in history education. Despite the expectation that history students should make reasoned and critically thoughtful historic…
On taking a more encompassing view: A response to den Heyer
On taking a more encompassing view: A response to den Heyer." Theory & Research in Social Education, 47(2), pp. 299–300
Educator Training and Historical Pedagogy (7 works) · Psychology (6 works) · Sociology (6 works) · Epistemology (5 works) · Philosophy (5 works) · Pedagogy (4 works) · Anthropology (3 works) · Collective memory (3 works) · Gender Studies (3 works) · Global Education and Multiculturalism (3 works)