SSHEAN Research

Publications

McGregor, H. E., Karn, S., Evans, R. S. & Pind, J. (2022). Piloting historical thinking lessons to address climate change, Canadian Social Studies, 53(1), 1-16. https://doi.org/10.29173/css39

To demonstrate how the history classroom could become an important site for addressing climate change, this article describes the piloting of three lessons. Our qualitative case study occurred in an elective environmental education course with teacher candidates who participated in the lessons and were invited to provide feedback. We describe the lessons and their development, and share results from surveys and an interview. Participants identified several educational benefits and expressed feeling better prepared to teach both history and critical thinking in general. Our findings suggest that these lessons may serve as useful examples for developing new resources to support educators in teaching climate change alongside critical and historical thinking.

McGregor, H. E., Pind, J. & Karn, S. (2021). A ‘wicked problem’: Rethinking history education in the Anthropocene, Rethinking History, 25(4), 483-507. https://doi.org/10.1080/13642529.2021.1992159

In seeking to attune history education to a relational, ecological, and ethical future orientation, we turned to scholarship in other fields that teach similar or proximate outcomes: Indigenous studies, environmental history, and climate change education. We suggest that the challenge in history is not just teaching about climate variation over time and its consequences, but also recognizing that the Anthropocene is a multidimensional phenomenon requiring adaptation in ways of being and understanding ourselves. We draw on the literature in each of the above-mentioned fields to leverage theory, content, and pedagogical cues to begin envisioning how history teachers and learners can seek meaning, when the terms within which we have made meaning in the past may slip away. In this article, we offer a prospective agenda for provoking history education to make significant change, particularly in Canada where we are situated. Our suggestions for history teaching and learning practice may be deployed in many different contexts to help educators confront the climate crisis. As historians and educators, we must provide these opportunities to learn about the past because as Davis and Todd state, ‘the story we tell ourselves about environmental crises, the story of humanity’s place on the earth and its presence within geological time determines how we understand how we got here, where we might like to be headed, and what we need to do’.

McGregor, H. E., Pind, J. & Karn, S. (2022). Listening, witnessing, connecting: Histories and storytelling in the Anthropocene. In A. J. Farrell, C. L. Skyhar & M. Lam (Eds.), Teaching in the Anthropocene (pp. 69-81). Canadian Scholars’ Press.

Forthcoming

Brant-Birioukov, K., Pind, J., Karn, S., & McGregor, H. E. (submitted to editors). Towards Indigenous place-based metaphors for environmental history education. In M. Kress-White & K. Horn-Miller, (Eds.), Teaching and Learning through Place, People and Practices. Canadian Scholars’ Press.

Other Contributions

Karn, S. & McGregor, H.E. (2022, April 28). What can history educators learn from environmental education? Part 2 [Blog Post]. Network in Canadian History and Environment.

Karn, S. & McGregor, H.E. (2021, December 7). What can history educators learn from environmental education? Part 1 [Blog Post]. Network in Canadian History and Environment.

Funding Record

Year(s)

Source, Role, Title

Total Amount

2021-23

SSHRC Insight Development Grant

Teaching the Past to Prepare for the Future:
Social Studies and History Education in the Anthropocene

$ 59,609

2020-22

SSHRC Institutional Grant

$ 7,000

2020-21

Queen’s Faculty of Education SEED Grant

$ 4,890

2019-22

Queen’s Research Initiation Grant

$ 15,000

Presentations

McGregor H.E., & Karn, S. (2022, December 8). Centring Indigenous perspectives in climate change-responsive history & social studies education: Barriers, strengths, & suggestions. Presentation, Teach Climate History.

McGregor, H.E., Karn, S. & Pind, J. (2022, October 15). Reimagining Ontario’s grade 10 history curriculum in the Anthropocene. Paper presented at Canadian History of Education Association/Association canadienne d’histoire de l’éducation. Victoria, BC. 

McGregor, H.E., Karn, S., & Pind, J. (2022, May 16). A place for history: Historical thinking lessons for climate change education. Panel at Canadian Historical Association. Remote. 

McGregor, H. E., van Kessel, C., Karn, S. & Pind, J. (2021, June). Urgent Call: History and Social Studies Teachers for Climate Change Education. Panel held at Canadian Association for Curriculum Studies. Remote.

McGregor, H. E. (2021, May). Start with what you love: Supporting history teachers (and everyone else) in the Anthropocene. Invited presentation at Faculty Share 2.0. Queen’s University. Remote.

Conferences Attended

Institute for Climate Change Education, Climate Generation, 28-30 July, 2021.

NAAEE Conference & Symposium, Oct 4-15, 2021.

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