National History and Identity in Saskatchewan Social Studies Curriculum 1970-2008: Narratives of Diversity, Tolerance, Accommodation, and Negotiation
Date
2020-07-07
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
0000-0003-1450-4042
Type
Thesis
Degree Level
Doctoral
Abstract
Social studies, with its focus on history, politics, and identity, provides an interesting site of analysis through which to examine the historical development of master or comprehensive narratives of the nation in Canadian curriculum documents. This research is focused on providing a historical critical discourse analysis of the development of the myths and meta-narratives of the nation as they appear within social studies and history curriculum documents in the province of Saskatchewan from the 1970s to 2008. As a historical critical discourse analysis, the research sought not only to provide explanation concerning the function of those discourses, but also draw connections between and provide explanation concerning the historical climate that gave rise to these particular discourses. The research provides useful information for examination of discourses of Canada and Canadian identity and offers critical suggestions for future curricular development. Working from the parameters set out by Tomkins (1986), the formal curriculum is the official state sanctioned program of study. The study is limited to the aims, goals, and learning outcomes as written in the official curriculum documents in the disciplines of social studies and history.
Description
Keywords
social studies education, history education, curriculum history
Citation
Degree
Doctor of Philosophy (Ph.D.)
Department
Educational Foundations
Program
Educational Foundations