In Spite of Postmodernism: Exploring History as a Discipline to Cultivate Historical Thinking in Teacher Education

By Theodore Michael Christou.

Published by The International Journal of Interdisciplinary Educational Studies

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This article assumes the position that teacher candidates must be engaged in authentic historical research during the course of their teacher education programs. This caveat is particularly essential with respect to future teachers of social studies and history. Beyond the obvious aim of learning that history is not mere content—a matter of great importance to the teaching of history and social studies in classrooms, which counters the hegemony of textbooks and examinations as arbitrators of student success—engaging in authentic historical research can be a useful means of developing a robust philosophy of history that can inform future practice. Such a philosophy is vital, particularly in light of postmodern critiques of history and the linguistic turn, which shall be discussed at greater length.

Keywords: History of Education, Teacher Education, Philosophy of History, Linguistic Turn

The International Journal of Interdisciplinary Educational Studies, Volume 7, Issue 1, pp.105-120. Article: Print (Spiral Bound). Article: Electronic (PDF File; 257.091KB).

Dr. Theodore Michael Christou

Assistant Professor, Faculty of Education, Queen’s University, Kingston, ON, Kingston, Canada

I have worked as a teacher in the Toronto and District School Boards in Ontario, Canada. My earlier graduate work at the University of Toronto’s Institute of Child Study (Human Development and Applied Psychology Department) focused on the influence of educator’s underlying assumptions on practice. My Ph.D., completed at Queen’s University, examined the reception and interpretation of progressive pedagogy in Ontario during the period between the two world wars. Presently, my teaching concerns educational philosophy, historical thinking, and the social studies in education.