What people are saying about Imaginative EducationIt’s great stuff! I was exposed to it through the article in Educational Leadership and I am now reading the book. It makes so much sense! Thank you for your great work! Dave Bell (Texas) When I started to use IE several years ago now, that I tried it out in a few lessons here and there, was amazed at the success and then began to look for other areas and subjects in which I could use the Lesson Planning Frameworks and other aspects of the theory. Pamela Hagen. I am just back home after a great pro-day and still reeling from all that I learned from your workshop. Pamela Walker (Victoria, B.C.) I've been having a great deal of success with IE in the classroom. I taught grade 5 last year using IE-based concepts and had a GREAT year. I'm teaching kindergarten this year and using the concepts again - so far so fabulous! Mary Mulleady, (Teacher, Surrey.) |
Document ActionsCatherine Broom investigates Historical Roots
last modified
2007-03-29 15:42
Author: Catherine Broom. Catherine is fascinated with understanding the roots of the present through investigations of the past. She is currently conducting a historical study of BC’s Ministry of Education curriculum guides for social studies, focused on citizenship education. This research is particularly relevant as much interest has currently been fostered in academia regarding citizenship education and as the Ministry of Education in BC has just released a new Civics 11 course. [The new guide is found at: http://www.bced.gov.bc.ca/irp/civic11.pdf] She has completed research into the founding of this controversial subject and linked its emergence in BC in 1930 to the American progressive movement. She has discovered 6 major curriculum revisions to the curriculum guides over the twentieth century. Catherine’s work explores change and continuity in these curriculum guides, with a focus on philosophy and methodology and conceptualizations of good citizens and how these are to be educated. Sears and Hughes (1996), Osborne’s (1996) and Evans’ (2004) frameworks are used to investigate citizenship. She argues for major revisions to underlying philosophies of education in social studies curricula in the 1930s and 1960s, and for major transformations in the understanding of curriculum making throughout the century. The later will be the theme of her paper presented at IERG’s conference this summer. It explores the roots of the rationalized “science” of curriculum making, which Catherine argues, have forestalled the possibility of educating for excellence and of engaging students in learning through the imagination. A discussion of her findings includes links to the work of Foucault and Wertsch. Click here to access her IERG bio: http://ierg.net/people/index.php?bio_id=107 |
