Canadians and Their Pasts Bibliography, August 2005


Also avaialble in PDF format


Adelman, S. R. (1997). The "mastering of the past": Two responses to Daniel Jonah Goldhagen. Midstream, 43, 1.


Ahonen, S. (1999). Clio sans uniform: A study of the Post-Marxist transformation of the history curricula in East Germany and Estonia 1986-91. Helsinki, Finland: Suomalaninen Tiedeakatemia.


Ahonen, S. (2001). Politics of identity through history curriculum: Narratives of the past for social exclusion - or inclusion? Journal of Curriculum Studies, 33(2), 179-194.


Ahsan, S. A.-A. (1984). School texts and the political culture of British Columbia, 1881-1980. BC Studies, 63(Autumn), 55-72.


Alleman, J., & Brophy, J. (1996). Considering textbook limitations and strategies for compensation. Social Studies and the Young Learner, 9(2), 4-7.


Allen, G. (2001). Canadian history in film: A roundtable discussion. Canadian Historical Review, 82(2), 331-346.


Allen, G. (2001). The professionals and the public: Responses to Canada: A People's History. Histoire Sociale/Social History, 68.


Almarza, D. J. (2001). Contexts shaping minority language students' perceptions of American history. Journal of Social Studies Research, 25(2), 4-22.


Alonso-Tapia, J., & Villa, J. L. (1999). How can historical understanding best be assessed? Use of prediction tasks to assess how students understand the role of causal factors that produce historical events. European Journal of Psychology of Education, 14(3), 339-358.


Alton-Lee, A., Nuthall, G., & Patrick, J. (1993). Reframing classroom research: A lesson from the private world of children. Harvard Educational Review, 63(1), 50-84.


Ames, M. M. (1992). Cannibal tours and glass boxes: The anthropology of museums. Vancouver, BC: UBC Press.


Anderson, B. R. (1991). Imagined communities: Reflections on the origin and spread of nationalism (Rev. and extended , 2nd ed.). London, [Eng.] ; New York: Verso.


Angvik, M., & von Borries, B. (Eds.). (1997). Youth and history: A comparative European survey on historical consciousness and political attitudes among adolescents. Hamburg: Körber Stiftung.


Anisef, P., & Lanphier, C. M. (2003). The world in a city. Toronto: University of Toronto Press.


Ankersmit, F. R. (1989). Historiography and postmodernism. History and Theory, 28(2), 137-153.


Ankersmit, F. R. (2001). Historical representation F.R. Ankersmit. Stanford, Calif.: Stanford University Press.


Ankersmit, F. R. (2002). Political representation. Stanford, Calif.: Stanford University Press.


Ankersmit, F. R. (2005). Sublime historical experience. Stanford, Calif.: Stanford University Press.


Anyon, J. (1978). Elementary social studies textbooks and legitimating knowledge. Theory and Research in Social Education, 6(3), 40-55.


Anyon, J. (1979). Ideology and United States history textbooks. Harvard Educational Review, 49(3), 361-386.


Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3-42.


Anyon, J. (1997). Ghetto schooling: A political economy of urban educational reform. New York: Teachers College Press Teachers College Columbia University.


Apple, M. (1988). Teachers and texts: A political economy of class and gender relations in education. New York ; London: Routledge & Kegan Paul.


Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age (2nd ed.). New York: Routledge.


Apple, M. W., & Christian-Smith, L. K. (1991). The politics of the textbook. New York: Routledge.


Appleby, J. O., Hunt, L. A., & Jacob, M. C. (1994). Telling the truth about history. New York: Norton.


Archibald, R. (1999). A place to remember: Using history to build community. Walnut Creek, Calif.: AltaMira Press.


Armbruster, B. B., & Anderson, T. H. (1984). Structures of explanations in history textbooks or so what if Governor Stanford missed the spike and hit the rail. Journal of Curriculum Studies, 16(2), 181-194.


Arriaza, G., & Arias, A. (1998). Claiming collective memory: Maya languages and civil rights. Social Justice, 25(3), 10.


Arthur, C. J. (1968). On the historical understanding. History and Theory, 7(2), 203-216.


Arthur, J., & Phillips, R. (2000). Issues in history teaching. London ; New York: Routledge.


Ashby, R., Gordon, P., & Lee, P. (Eds.). (2005). Understanding history: Recent research in history education (Vol. 4: International Review of History Education). New York: RoutledgeFalmer.


Ashby, R., & Lee, P. (2005). Planning, teaching, and assessment in history. In J. Bransford (Ed.), How People Learn: Principles into Practice. Washington, DC: National Research Council.


Ashby, R., Lee, P., & Dickinson, A. (1997). How children explain the "why" of history: The Chata Research Project on teaching history. Social Education, 61(1), 17-21.


Ashley, M. J., Northrup, D. A., & Ferrence, R. (1998). The Ontario ban on smoking on school property: Issues and challenges in enforcement. Canadian Journal of Public Health-Revue Canadienne De Sante Publique, 89(4), 229-232.


Association, C. a. N. E. (1945). Report of the Committee for the Study of Canadian History Textbooks. Canadian Education, 1(1), 3-38.


Attie, J. (1992). Illusions of history: A review of The Civil War. Radical History Review, 52, 95-104.


Attwood, B., & Magowan, F. (2001). Telling stories: Indigenous history and memory in Australia and New Zealand. Wellington, New Zealand: B. Williams Books.


Axelrod, P. (1996). Historical writing and Canadian education from the 1970s to the 1990s. History of Education Quarterly, 36(1), 19-38.


Bailey, G. A. (1975). Education and the social construction of reality: Canadian identity as portrayed in elementary school social studies textbooks. Unpublished Doctoral Dissertation, University of Oregon.


Baldwin, P., & Baldwin, D. (1992). The portrayal of women in classroom textbooks. Canadian Social Studies, 26(Spring), 110-114.


Bangerter, A., & von Cranach, M. (1997). Collective remembering in the communicative regulation of group action: A functional approach. Journal of Language & Social Psychology, 16, 365-388.


Barman, J., & Gleason, M. (2003). Children, teachers and schools in the history of British Columbia (2nd ed.). Calgary: Detselig Enterprises.


Barman, J., Sutherland, N., & Wilson, J. D. (1995). Children, teachers and schools in the history of British Columbia. Calgary: Detselig Enterprises.


Barnhurst, K. G., & Wartella, E. (1998). Young citizens, American TV newscasts and the collective memory. Critical Studies in Mass Communication, 15(3), 27.


Barth, J. L., & Shermis, S. S. (1980). Nineteenth century origins of the social studies movement: Understanding the continuity between older and contemporary civic and US history textbooks. Theory and Research in Social Education, 8(3), 29-50.


Barthel, D. L. (1996). Historic preservation: Collective memory and historical identity. New Brunswick, N.J.: Rutgers University Press.


Barton, K. C. (1993, November). History is more than a story: Expanding the boundaries of elementary learning. Paper presented at the Annual Meeting of the National Council for the Social Studies, Nashville, TN.


Barton, K. C. (1995, April 18-22). "My mom taught me": The situated nature of historical understanding. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.


Barton, K. C. (1996, April 8-12). Did the Devil just run out of juice?Historical perspective-taking among elementary students. Paper presented at the Annual Meeting of American Educational Research Association, New York, NY.


Barton, K. C. (1997). "Bossed around by the Queen": Elementary students' understanding of individuals and institutions in history. Journal of Curriculum and Supervision, 12(4), 290-314.


Barton, K. C. (1997). "Good cooks and washers": Slave hiring, domestic labor, and the market in Bourbon County, Kentucky. Journal of American History, 84(2), 436-460.


Barton, K. C. (1997). History - it can be elementary: An overview of elementary students' understanding of history. Social Education, 61(1), 13-16.


Barton, K. C. (1997). "I just kinda know": Elementary students' ideas about historical evidence. Theory and Research in Social Education, 25(4), 407-430.


Barton, K. C. (2001). History education and national identity in Northern Ireland and the United States: Differing priorities. Theory into Practice, 40(1), 48-54.


Barton, K. C. (2001). A picture's worth: Analyzing historical photographs in the elementary grades. Social Education, 65(5), 278-283.


Barton, K. C. (2001). Primary children's understanding of the role of historical evidence: Comparisons between the United States and Northern Ireland. International Journal of Historical Learning, Teaching, and Research, 1(2), 21-30.


Barton, K. C. (2001). A sociocultural perspective on children's understanding of historical change: Comparative findings from Northern Ireland and the United States. American Educational Research Journal, 38(4), 881-913.


Barton, K. C. (2001). "You'd be wanting to know about the past": Social contexts of children's historical understanding in Northern Ireland and the USA. Comparative Education, 37(1), 89-106.


Barton, K. C. (2002). Historical thinking and other unnatural acts: Charting the future of teaching the past. Anthropology & Education Quarterly, 33(4).


Barton, K. C. (2002). "Oh, that's a tricky piece!": Children, mediated action, and the tools of historical time. Elementary School Journal, 103(2), 161-185.


Barton, K. C. (2004). Research on students' historical thinking and learning. Perspectives, 42(7), Available on-line at: http://www.historians.org/Perspectives/Issues/2004/0410/0410tea2001.cfm, visited 2001 November 2004.


Barton, K. C. (2005). "Best not to forget them": Adolescents' judgments of historical significance in Northern Ireland. Theory and Research in Social Education, 33, 9-45.


Barton, K. C. (2005). Primary sources in history: Breaking through the myths. Phi Delta Kappan, 86(10), 745-753.


Barton, K. C., Downey, M. T., Epstein, T. L., Levstik, L. S., Seixas, P., Thornton, S. J., et al. (1996). Research, instruction, and public policy in the history curriculum: A symposium. Theory and Research in Social Education, 24(4), 391-415.


Barton, K. C., & Levstik, L. S. (1996). "Back when God was around and everything": Elementary children's understanding of historical time. American Educational Research Journal, 33(2), 419-454.


Barton, K. C., & Levstik, L. S. (1998). "It wasn't a good part of history": National identity and students' explanations of historical significance. Teachers College Record, 99(3), 478-513.


Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, N.J.: Lawrence Erlbaum.


Barton, K. C., & McCully, A. W. (2002). Secondary students' perspectives on history and identity in Northern Ireland. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.


Barton, K. C., & McCully, A. W. (2005). History, identity, and the school curriculum in Northern Ireland: An empirical study of secondary students' ideas and perspectives. Journal of Curriculum Studies, 37(1), 85-116.


Barton, K. C., McCully, A. W., & Marks, M. J. (2004). Reflecting on elementary children's understanding of history and social studies: An inquiry project with beginning teachers in Northern Ireland and the United States. Journal of Teacher Education, 55(1), 70-90.


Barton, K. C., & Smith, L. A. (2000). Themes or motifs? Aiming for coherence through interdisciplinary outlines. Reading Teacher, 54(1), 54-63.


Bartov, O. (1997). Chambers of horror: Holocaust museums in Israel and the United States. Israel Studies, 7, 66-87.


Bartov, O. (2000). Mirrors of destruction: War, genocide, and modern identity. Oxford ; New York: Oxford University Press.


Bass, R., & Rosenzweig, R. (1999). Rewiring the history and social studies classroom: Needs, frameworks, dangers, and programs. Unpublished paper.


Bebbington, D. W. (1999). History and belief: The foundations of historical understanding. Journal of Religious History, 23(2), 234-235.


Beck, I., & McKeown, M. (1994). Outcomes of history instruction: Paste-up accounts. In M. Carretero & J. Voss (Eds.), Cognitive and instructional processes in history and the social sciences (pp. 237-256). Hillsdale, NJ: Lawrence Erlbaum.


Beck, I. L., & McKeown, M. (1988). Toward meaningful accounts in history texts for young learners. Educational Researcher, 17(6), 31-39.


Beck, I. L., & McKeown, M. G. (1991). Substantive and methodological considerations for productive textbook analysis. In J. P. Shaver (Ed.), Handbook for research and social studies teaching and learning (pp. 496-512). New York: Macmillan.


Beck, I. L., McKeown, M. G., & Grommoll, E. W. (1989). Learning from social studies texts. Cognition and Instruction, 6(2), 99-158.


Becker, C. (1932). Everyman his own historian. American Historical Review, 37(2), 221-236.


Bender, T. (2002). Strategies of narrative synthesis in American history. American Historical Review, 107(1), 129-153.


Benjamin, W. (1969). Illuminations. New York: Schocken Books.


Benjamin, W. (1986). Reflections: Essays, aphorisms, autobiographical writings (1st Schocken ed.). New York: Schocken Books.


Benndorf, E. (1986). The portrayal of German-Canadian in selected social studies textbooks and supplementary materials used in British Columbia schools. In G. Friesen & K. Gurttler (Eds.), German-Canadian Yearbook. Toronto: Historical Society of Mecklenburg Upper Canada.


Bennett, P. W. (1988). Blessed are the generalists: An ode to the Canadian history teacher/textbook writer. The History and Social Science Teacher, 23(4), 186-190.


Bennett, P. W. (2001). Saving Canadian history: Focusing on the classroom. Canadian Issues(October-November), 47-48.


Bennett, P. W., & Jaenen, C. J. (1986). Emerging identities: Selected problems and interpretations in Canadian history. Scarborough, Ont.: Prentice-Hall Canada.


Bennett, T. (1995). The birth of the museum: History, theory, politics. London ; New York: Routledge.


Bennett, T. (2004). Pasts beyond memory: Evolution museums colonialism. London ; New York: Routledge.


Benson, S. P., Brier, S., & Rosenzweig, R. (1986). Presenting the past: Essays on history and the public. Philadelphia: Temple University Press.


Ben-Yehuda, N. (1995). The Masada myth: Collective memory and mythmaking in Israel. Madison, Wis.: University of Wisconsin Press.


Bercuson, D. J., & Buckner, P. A. (1981). Eastern and western perspectives: Papers from the 1978 Joint Atlantic Canada/Western Canadian Studies Conference. Toronto: University of Toronto Press.


Bercuson, D. J., & Wise, S. F. (1994). The Valour and the horror revisited. Montreal: McGill-Queen's University Press.


Bhabha, H. K. (1990). Nation and narration. London ; New York: Routledge.


Bhabha, H. K. (1994). The location of culture. London ; New York: Routledge.


Biersack, A., & Hunt, L. A. (1989). The new cultural history: Essays. Berkeley: University of California Press.


Birchall, G., & Faichney, G. (1985). Images of Australia in elementary social studies textbooks. The Social Studies, 76(3), 120-124.


Blackburn, G. W. (1985). Education in the Third Reich: A study of race and history in Nazi textbooks. Albany: State University of New York Press.


Blais, A., Gidengil, E. L., & Canada. Royal Commission on Electoral Reform and Party Financing. (1991). Making representative democracy work: The views of Canadians. Toronto: Dundurn Press.


Bliss, M. (1991). Privatizing the mind: The sundering of Canadian history, the sundering of Canada. Journal of Canadian Studies, 26(4), 5-17.


Blokland, T. (2001). Bricks, mortar, memories and networks in collective acts of remembering. International Journal of Urban and Regional Research, 25(3), 268-283.


Bloom, A. D. (1987). The closing of the American mind. New York: Simon and Schuster.


Bloxham, D. (2001). Genocide on trial: War crimes trials and the formation of Holocaust history and memory. Oxford: Oxford University Press.


Bodnar, J. (1992). Remaking America: Public Memory, Commemoration, and Patriotism in the Twentieth Century. Princeton, NJ: Princeton University Press.


Bodnar, J. (Ed.). (1996). Bonds of Affection: Americans Define their Patriotism. Princeton: Princeton University Press.


Bodnar, J. (2000). Pierre Nora, national memory, and democracy: A review. Journal of American History, 87(3), 951-963.


Bohan, C. H., & Davis, O. L., Jr. (1998). Historical constructions: How social studies student teachers' historical thinking is reflected in their writing of history. Theory and Research in Social Education, 26(2), 173-197.


Bollag, B. (2000). A confrontation with the past: The Japanese textbook dispute. American Educator, 24, 22-27.


Boostrom, R. (2001). Essay review. Whither textbooks? Journal of Curriculum Studies, 33(2), 229-245.


Booth, M. (1980). A modern world history course and the thinking of adolescent pupils. Educational Review, 32(3), 245-257.


Booth, M. (1983). Skills, concepts, and attitudes: The development of adolescent children's historical thinking. History and Theory, 22(4, Beiheft 22: The Philosophy of History Teaching), 101-117.


Booth, M. (1993). Students' historical thinking and the national history curriculum in England. Theory and Research in Social Education, 21(2), 105-127.


Booth, M. (1994). Cognition in history: A British perspective. Educational Psychologist, 29(2), 61-69.


Bosworth, R. J. B., & Dogliani, P. (1999). Italian fascism: History, memory, and representation. New York: St. Martin's Press.


Bourdillon, H. (Ed.). (1996). Teaching history(3. ed.). London, UK & New York: Routledge.


Bourdillon, H., & Council of Europe. (1992). History and social studies: Methodologies of textbook analysis: Report of the educational research workshop held in Braunschweig, Germany, 11-14 September 1990. Amsterdam ; Berwyn, PA: Swets & Zeitlinger.


Boutilier, B., & Prentice, A. (1997). Creating historical memory: English-Canadian women and the work of history. Vancouver: UBC Press.


Bowden, H. W. (1997). History of belief: The foundations of historical understanding. Church History, 66(4), 876-877.


Boyer, P., Cardinal, L., & Headon, D. J. (2004). From subjects to citizens: A hundred years of citizenship in Australia and Canada. Ottawa, Ontario, Canada: University of Ottawa Press.


Bradbury, B. (1995). Teaching women's history: challenges and solutions = L'enseignement de l'histore : dâefis et solutions editors/râedactices Bettina Bradbury ... [et al.]. Athabasca, Alta.: Athabasca University.


Bradford, G., Gary, M., Wallach, G., & Center for Arts and Culture. (2000). The politics of culture: Policy perspectives for individuals, institutions, and communities. New York: New Press : Distributed by W.W. Norton.


Brigham, R. K. (1999). Monument or memorial? The wall and the politics of memory. Historical Reflections, 25(1), 165-175.


Bromley, R. (1988). Lost narratives: Popular fictions, politics, and recent history. London New York: Routledge.


Brophy, J. (Ed.). (1996). Advances in research on teaching (Vol. 6). Greenwich, CT: JAI Press.


Brophy, J. E., & VanSledright, B. (1997). Teaching and learning history in elementary schools. New York: Teachers College Press.


Brown, D. C. (1996). Text as discourse: A discourse analysis of Alberta grade twelve social studies textbooks. Unpublished Master's (M.Ed.), University of Alberta, Edmonton.


Brown, M. F. (2003). Who owns native culture? Cambridge, Mass.: Harvard University Press.


Brummelen, H. V. (1985). School texts and the political culture of British Columbia. BC Studies, 65, 90-92.


Brummelen, H. V. (1990). The role of textbooks in inducting children into society. Journal of Educational Thought, 24(3A), 135-137.


Bruner, J. S. (1960). The process of education. Cambridge: Harvard University Press.


Bruno-Jofré, R., & Aponiuk, N. (Eds.). (2001). Educating citizens for a pluralistic society. Calgary: Canadian Ethnic Studies.


Buckley, W. K., & Seaton, J. (1992). Beyond cheering and bashing: New perspectives on the closing of the American mind. Bowling Green, Ohio: Bowling Green State University Popular Press.


Buckner, P. A. (1988). Limited identities and Canadian historical scholarship: An Atlantic provinces perspectives. Journal of Canadian Studies, 23(1&2), 177-198.


Buckner, P. A. (2000). Limited identities revisited: Regionalism and nationalism in Canadian History. Acadiensis, 30(1), 4-15.


Bumsted, J. M. (2003). A history of the Canadian peoples (2nd ed.). Toronto: Oxford University Press.


Burke, P. (2001). Eyewitnessing: The uses of images as historical evidence. Ithaca, N.Y.: Cornell University Press.


Burke, P. (2001). New perspectives on historical writing (2nd ed.). Cambridge, UK: Polity.


Burke, S. (1993). The State Heritage Inventory Project. In T. Kass (Ed.), The Role of History in Conservation Work (Vol. monograph series no 1). Sydney: PHA NSW Inc.


Butterfield, H. (1931). The whig interpretation of history. London: G. Bell and Sons.


Cameron, C. (2000). The spirit of place: The physical memory of Canada. Journal of Canadian Studies, 35(1), 77-94.


Cameron, E. (1995). Heritage Minutes: Culture and myth. Canadian Issues/Thèmes Canadiens, 17, 13-24.


Canada. (1986). Report and Recommendations of the Task Force charged with examining federal policy concerning museums. Ottawa: Dept. of Communications.


Canada and Newfoundland Education Association. (1941). A Report on text-books in social studies in the Dominion of Canada and their relation to national ideals. [Ottawa]: Canada and Newfoundland Education Association.


Canada. Parliament. Library., & Marquis, P. (1993). Referendums in Canada: The effect of populist decision-making on representative democracy.


Canadian Society for the Study of Education., & Tomkins, G. S. The Curriculum in Canada in historical perspective = Le curriculum au Canada en perspective historique. Vancouver: The Society 1979.


Carlson, K. T. (2003). The power of place, the problem of time a study of history and Aboriginal collective identity. [Vancouver]: University of British Columbia.


Carlyle, T., & Niemeyer, C. (1966). On heroes, hero-worship, and the heroic in history. Lincoln,: University of Nebraska Press.


Carnes, M. C. (1996). Past imperfect: History according to the movies (1st Owl Books ed.). New York: H. Holt.


Carr, D. (1986). Time, narrative, and history. Bloomington: Indiana University Press.


Carr, D., & Zhang, C. (2004). Space, time, culture. Dordrecht ; Boston: Kluwer Academic Publishers.


Carr, E. H., & Davies, R. W. (1986). What is history?: The George Macaulay Trevelyan lectures delivered in the University of Cambridge January-March 1961 (2nd / ed.). London: Macmillan.


Carr, G. (2005). Rules of engagement: Public history and the drama of legitimation. Canadian Historical Review, 86(2), 317-354.


Carretero, M., Jacott, L., & Lopez-Manjon, A. (2002). Learning history through textbooks: Are Mexican and Spanish students taught the same story? Learning and Instruction, 12(6), 651-665.


Carroll, J. D., Brodnax, W. G., Contreras, G., Mann, T. E., Ornstein, N. J., & Stiehm, J. (1987). We the people. A review of U.S. government and civics textbooks. Washington: People for the American Way.


Caruth, C. (1995). Trauma: Explorations in memory. Baltimore ; London: Johns Hopkins University Press.


Caruth, C. (1996). Unclaimed experience: Trauma, narrative, and history. Baltimore: Johns Hopkins University Press.


Case, R., Clark, P. I., & Simon Fraser University. Faculty of Education. Field Relations and Teacher In-Service Education. (1997). The Canadian anthology of social studies: Issues and strategies for teachers. Burnaby, B.C.: Field Relations Office Faculty of Education Simon Fraser University.


Chaiton, A., & McDonald, N. G. (1977). Canadian schools and Canadian identity; edited by Alf Chaiton and Neil McDonald. Agincourt, Ont.,: Gage Educational Pub.


Chakrabarty, D. (1992). Trafficking in history and theory: Subaltern studies. In K. K. Ruthven (Ed.), Beyond the Disciplines: The New Humanities (pp. 101-108): Canberra.


Chakrabarty, D. (2000). Provincializing Europe: Postcolonial thought and historical difference. Princeton, N.J.: Princeton University Press.


Chakrabarty, D. (2002). Habitations of modernity: Essays in the wake of subaltern studies. Chicago: University of Chicago Press.


Chambliss, M. J., & Calfee, R. C. (1998). Textbooks for learning: Nurturing children's minds. Malden, Mass.: Blackwell Publishers.


Charmes, R. D., & Moeller, G. (1962). Values expressed in American children's readers, 1800-1950. Journal of Abnormal Psychology, 64, 136-142.


Chartier, R. (1997). On the edge of the cliff: History, language, and practices (L. G. Cochrane, Trans.). Baltimore & London, UK: John Hopkins Univeristy Press.


Cherryholmes, C. H. (1988). An exploration of meaning and the dialogue between textbooks and teaching. Journal of Curriculum Studies, 20(1), 1-21.


Clark, K. (1967). The critical historian. London, UK: Heinemann.


Clark, P. (in press). "A nice little wife to make things pleasant": Portrayals of women in Canadian history textbooks approved in British Columbia. McGill Journal of Education.


Clements, M. (1981). Ambiguities of social education: The dilemma of textbooks. Theory and Research in Social Education, 9(2), 87-92.


Coates, C., & Morgan, C. (2001). Heroines and history: Representations of Madeleine de Verchères and Laura Secord. Toronto: University of Toronto Press.


Cohen, D. W. (1994). The combing of history. Chicago: University of Chicago Press.


Cohen, P. A. (1998). History and belief: The foundations of historical understanding. American Historical Review, 103(2), 481-482.


Cole, T. (1999). Selling the Holocaust: From Auschwitz to Schindler : How history is bought, packaged, and sold. New York: Routledge.


Collins, F. M., & Graham, J. (2001). Historical fiction for children: Capturing the past. London: David Fulton.


Commission, N. S. H. R. (1974). Textbook analysis - Nova Scotia. Halifax: Queen's Printer.


Confino, A. (1997). Collective memory and cultural history: Problems of method. American Historical Review, 102(5), 18.


Conley, M., & Osborne, K. (1983). Political education in Canadian Schools: An assessment of social studies and political science courses and pedagogy. International Journal of Political Education, 6, 65-85.


Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.


Conrad, M. (1992). The politics of place: Regionalism and community in Atlantic Canada. In J. N. McCrorie & M. L. MacDonald (Eds.), The constitutional future of the Prairie and Atlantic regions of Canada. Regina: Plains Research Institute.


Conrad, M. (2002). Mistaken identities? Newfoundland and Labrador in the Atlantic Region. Newfoundland Studies, 18(2), 159-174.


Conrad, M., & Finkel, A. (2002). History of the Canadian peoples (3rd ed.). Toronto: Addison Wesley Longman.


Conrad, M., Finkel, A., & Jaenen, C. J. (1998). History of the Canadian peoples: 1867 to the present (2nd ed.). Toronto: Copp Clark.


Conrad, M. R., & Hiller, J. K. (2001). Atlantic Canada: A region in the making. Toronto: Oxford University Press.


Conzen, M. P., Rumney, T. A., & Wynn, G. (1993). A scholar's guide to geographical writing on the American and Canadian past. Chicago: University of Chicago Press.


Cook, S. A., McLean, L. R., & O'Rourke, K. (2001). Framing our past: Canadian women's history in the twentieth century. Montreal: McGill-Queen's University Press.


Coombes, A. E. (2003). History after apartheid: Visual culture and public memory in a democratic South Africa. Durham: Duke University Press.


Cornbleth, C. (2002). Images of America: What youth do know about the United States. American Educational Research Journal, 39(2), 519-552.


Corsane, G. (2005). Heritage, museums and galleries: An introductory reader. London, UK ; New York: Routledge.


Côté, M., Viel, A., Canadian Museums Association., ICOM Canada., Musâee de la civilisation (Quâebec), & Sociâetâe des musâees quâebâecois. (1995). Museums: Where knowledge is shared. Montrâeal: Sociâetâe des musâees quâebâecois.


Coulter, R. (1989). To know themselves: The transformative possibilities of history for young women's lives. History and Social Science Teacher, 25(1), 25-28.


Crane, S. A. (1997). Writing the individual back into collective memory. American Historical Review, 102(5), 14.


Crane, S. A. (2000). Museums and memory. Stanford, Calif.: Stanford University Press.


Crawford, D. B., & Carnine, D. (2000). Comparing the effects of textbooks in eighth-grade US. Education & Treatment of Children, 23(4), 387-423.


Creese, G. L., & Strong-Boag, V. J. (1992). British Columbia reconsidered: Essays on women. Vancouver: Press Gang Publishers.


Cripps, T. (1995). Historical truth: An interview with Ken Burns. American Historical Review, 100(3), 741-764.


Crismore, A. (1984). The rhetoric of textbooks: Metadiscourse. Journal of Curriculum Studies, 16(3), 279-296.


Cronon, W. (1992). A place for stories: Nature, history, and narrative. Journal of American History, 78(4), 1347-1376.


Crosby, A. W. (1995). The past and present of environmental history. American Historical Review, 100(4), 1177-1189.


Crowley, T. A. (1988). Clio's craft: A primer of historical methods. Toronto: Copp Clark Pitman.


Cruikshank, J. (1992). Images of society in Klondike gold-rush narratives - Skookum-Jim and the discovery of gold. Ethnohistory, 39(1), 20-40.


Cruikshank, K., & Bouchier, N. B. (1999). "The pictures are great but the text is a bit of a downer": Ways of seeing and the challenge of exhibiting critical history. Canadian Historical Review, 80(1), 96-113.


Cruxton, J. B., & Wilson, W. D. (1998). Challenge of the West: A Canadian retrospective from 1815-1914. Toronto: Oxford University Press.


Curtis, B. (1983). Schoolbooks and the myth of curricular republicanism: The state and the curriculum in Canada West, 1820-1850. Histoire Sociale/Social History, VXI(32), 305-329.


Curtis, B. (1988). Building the educational state: Canada West, 1836-1871. Philadelphia, Pa.; London, Ont.: Falmer Press; Althouse Press.


Daigle, J., & Universitâe de Moncton. Chaire d'âetudes acadiennes. (1995). Acadia of the Maritimes: Thematic studies from the beginning to the present. Moncton, N.B.: Chaire d'âetudes acadiennes Universitâe de Moncton.


Davidson, J. W. (1992). After the fact: The art of historical detection (3rd ed.). New York: McGraw-Hill.


Davis, N. Z. (2000). Slaves on screen: Film and historical vision. [Toronto]: Vintage Canada.


Davis, O. L., Ponder, G., Burbaw, L. M., Garza-Lubek, M., & Moss, A. (1986). Looking at history: A review of major US history textbooks. Washington: People for the American Way.


Davis, O. L., Yeager, E. A., & Foster, S. J. (2001). Historical empathy and perspective taking in the social studies. Lanham: Rowman & Littlefield Publishers.


De Castell, S., Luke, A., & Egan, K. (1986). Literacy, society, and schooling: A reader. Cambridge [Cambridgeshire] ; New York: Cambridge University Press.


De Castell, S., Luke, A., & Luke, C. (1989). Language, authority, and criticism : readings on the school textbook. London ; New York: Falmer Press.


de Certeau, M. (1984). The Practice of Everyday Life. Berkeley & London, UK: Univeristy of California Press.


de Certeau, M. (1988). The Writing of History(T. Conley, Trans.). New York: Columbia University Press.


Dean, E. T. (1997). Shook over hell : post-traumatic stress, Vietnam, and the Civil War. Cambridge, Mass.: Harvard University Press.


Decore, A. M., Carney, R., Urion, C., & et al. (1981). Native People in the Curriculum. Alberta: Alberta Education Curriculum.


den Heyer, K. (2003). Between every "now" and "then": A role for the study of historical agency in history and citizenship education. Theory and Research in Social Education, 31(4), 411-434.


Denzin, N. K., & Lincoln, Y. S. (2005). The SAGE handbook of qualitative research (3rd ed.). Thousand Oaks: Sage Publications.


Diakiw, J. (1997). Children's Literature and Canadian National Identity: A Revisionist Perspective. Canadian Children's Literature, No. 87, 23(3), 36-49.


Dick, L. (1991). The Seven Oaks incident and the construction of a historical tradition, 1816-1970. Journal of the Canadian Historical Association, 2, 91-113.


Dick, L. (2003, October 21-22). National history, epic form, and television: Two examples from Canada and the United States. Paper presented at the Heritage, History, and Historical Consciousness: A Symposium on Public Uses of the Past, University of New Brunswick, Fredericton, NB.


Dick, L. (2004). "A new history for the new millenium": Canada: A People's History. Canadian Historical Review, 85(1), 85-109.


Dickey, L. (1996). Thomas Paine: Context, text, and presentism. Reviews in American History, 24(2), 216-225.


Dickinson, A., Gordon, P., Lee, P., & Slater, J. (Eds.). (1995). International Yearbook of History Education (Vol. 1). London, UK: Woburn Press.


Dickinson, A., Lee, P., & Rogers, P. J. (1984). Learning History. London, UK: Heinemann.


Dickinson, A. K., Gordon, P., & Lee, P. J. (2001). Raising standards in history education. London ; Portland, OR: Woburn Press.


Dimitriadis, G. (2000). "Making history go" at a local community center: Popular media and the construction of historical knowledge among African American Youth. Theory and Research in Social Education, 28, 40-64.


Doppen, F. H. (2000). Teaching and learning multiple perspectives: The atomic bomb. The Social Studies, 91(4), 159-169.


Down, A. G. (1988). Preface. In H. Tyson-Bernstein (Ed.), A Conspiracy of Good Intentions: America's Textbook Fiasco. Washington: The Council for Basic Education.


Downey, M. T. (1980). Speaking of Textbooks: Putting Pressure on the Publishers. History Teacher, 14(1), 61-72.


Draaisma, D. (2000). Metaphors of memory: a history of ideas about the mind. Cambridge, U.K. ; New York: Cambridge University Press.


Draaisma, D. (2004). Why life speeds up as you get older: how memory shapes our past. Cambridge ; New York: Cambridge University Press.


Dray, W. H. (1995). History as re-enactment: R.G. Collingwood's idea of history. Oxford [England]; New York: Clarendon Press; Oxford University Press.


Dubin, S. C. (1987). Bureaucratizing the muse: public funds and the cultural worker. Chicago: University of Chicago Press.


Dubin, S. C. (1999). Displays of power: memory and amnesia in the American museum. New York: New York University Press.


Dubinsky, L. (1997). Museums and Literacy: A Natural Partnership. Journal of Education in Museums, 18, 10-12.


Dubinsky, L. (2005). How Cultural Production and Participation Enhance Collective Understanding Within Small Cities and Communities (Policy Research Paper): Strategic Research Directorate, Department of Canadian Heritage, Government of Canada.


Dulberg, N. (2002, April 1-5). Engaging in history: Empathy and perspective-taking in children's historical thinking

. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Duncan, C. (1995). Civilizing Rituals Inside Public Art Museums. New York: Routledge.


Duvenage, P. (Ed.). (1993). Studies in Metahistory. Pretoria: Human Sciences Research Council.


Edelstein, J., & Ignatieff, M. (2001). Truth & lies: stories from the Truth and Reconciliation Commission in South Africa. London: Granta.


Eder, K., & Spohn, W. (2005). Collective memory and European identity: the effects of integration and enlargement. Aldershot, England; Burlington, VT: Ashgate Pub. Co.


Edgerton, G. R. (2001). Ken Burns's America. New York: Palgrave.


Edgerton, G. R., & Rollins, P. C. (2001). Television histories: shaping collective memory in the media age. Lexington, Ky.: University Press of Kentucky.


Edkins, J. (2003). The rush to memory and the rhetoric of war. Journal of Political & Military Sociology, 31(2), 231-251.


Edwards, D., Potter, J., & Middleton, D. (1992). Toward a discursive psychology of remembering. Psychologist, 441-446.


Egan, K. (1989). Layers of historical understanding. Theory and Research in Social Education, 17(4), 280-294.


Egan, K. (2005). Students development in theory and practice: The doubtful role of research. Harvard Educational Review, 75(1), 25-41.


Eichelman, F. R. (1976). The Government as Textbook Writer: A Case History. Phi Delta Kappan, 57(7), 456-458.


Eisner, E. W. (1987). Why the Textbook Influences Curriculum. Curriculum Review, 26(3), 11-13.


Elliott, D. L., & Woodward, A. (1990). Textbooks and schooling in the United States. Chicago, Ill.: NSSE: Distributed by the University of Chicago Press.


Elsner, J., & Cardinal, R. (1994). The cultures of collecting. Cambridge, Mass.: Harvard University Press.


Elson, R. M. (1964). Guardians of Tradition: American Schoolbooks of the Nineteenth Century. Lincoln: University of Nebraska Press.


Epstein, T. (1998). Deconstructing differences in African-American and European-American adolescents' perspectives of U.S. History. Curriculum Inquiry, 28(4), 397-423.


Epstein, T. (2000). Adolescents' perspectives on racial diversity in US history: Case studies from an urban classroom. American Educational Research Journal, 37(1), 185-214.


Epstein, T. (2001). Racial Identity and Young People's Perspectives on Social Education. Theory into Practice, 40(1), 42-47.


Epstein, T. L. (1997). Sociocultural Approaches to Young People's Historical Understanding. Social Education, 61(1), 28-31.


Ercikan, K. (1997). Linking statewide tests to the national assessment of educational progress: Accuracy of combining test results across states. Applied Measurement in Education, 10(2), 145-159.


Ercikan, K., Gierl, M. J., McCreith, T., Puhan, G., & Koh, K. (2004). Comparability of bilingual versions of assessments: sources of incomparability of English and French versions of Canada's national achievement tests. Applied Measurement in Education, 17(3), 301-321.


Ercikan, K., & Julian, M. (2002). Classification accuracy of assigning student performance to proficiency levels: Guidelines for assessment design. Applied Measurement in Education, 15(3), 269-294.


Ercikan, K., Schwarz, R. D., Julian, M. W., Burket, G. R., Weber, M. M., & Link, V. (1998). Calibration and scoring of tests with multiple-choice and constructed-response item types. Journal of Educational Measurement, 35(2), 137-154.


Evans, J., & Boswell, D. (1999). Representing the nation: a reader; heritage and museums. New York: Routledge.


Fabre, G., & O'Meally, R. G. (1994). History and memory in African American culture. New York: Oxford University Press.


Fagan, W. T. (1998). Cross-Generational Perspectives on Educational Issues: Curriculum Implications. Curriculum Inquiry, 28(1), 9-25.


Falk, J. H., & Dierking, L. D. (2000). Learning from museums: visitor experiences and the making of meaning. Walnut Creek, CA: AltaMira Press.


Farrell, J. P., & Heyneman, S. P. (Eds.). (1989). Textbooks in the Developing World. Economic and Educational Choices. Washington: The World Bank.


Fay, B., Pomper, P., & Vann, R. T. (Eds.). (1998). History and Theory: Contemporary Readings. Massachusetts: Blackwell.


Fedyk, M. (1980). Conceptions of Citizenship and Nationality in High School American History Textbooks. Unpublished Doctoral Dissertation, Columbian University.


Fentress, J., & Wickham, C. (1992). Social memory. Cambridge, Mass.: Blackwell.


Ferretti, R. P., MacArthur, C. D., & Okolo, C. M. (2001). Teaching for historical understanding in inclusive classrooms. Learning Disability Quarterly, 24(1), 59-71.


FitzGerald, F. (1979). America Revised: History of Schoolbooks in the Twentieth Century. Toronto: Little, Brown and Company.


Fitzpatrick, A. R., Ercikan, K., Yen, W. M., & Ferrara, S. (1998). The consistency between raters scoring in different test years. Applied Measurement in Education, 11(2), 195-208.


Fleming, D. (1981). The Impact of Nationalism on World Geography Textbooks in the United-States. International Journal of Political Education, 4(4), 373-381.


Fleming, D. B. (1983). Nuclear-War in High-School History Textbooks. Phi Delta Kappan, 64(8), 550-551.


Fleming, D. B. (1985). The Treatment of Propaganda in Selected Social Studies Texts. Social Education, 49(1), 53-57.


Fletcher, B. H. (1990). 'A Miscarriage of History': The First Official Australian History Textbook in New South Wales 1889-1901. History of Education Review, 19(1), 16-28.


Foner, E. (2002). Who owns history?: Rethinking the past in a changing world (1st ed.). New York: Hill and Wang.


Forbes, E. R. (1989). Challenging the regional stereotype: essays on the 20th century Maritimes. Fredericton, N.B.: Acadiensis Press.


Forbes, E. R., & Muise, D. A. (1993). The Atlantic Provinces in Confederation. Toronto; Fredericton, New Brunswick: University of Toronto Press; Acadiensis Press.


Foster, S. J., Hoge, J. D., & Rosch, R. H. (1999). Thinking aloud about history: Children's and adolescents' responses to historical photographs. Theory and Research in Social Education, 27(2), 179-214.


Foster, S. J., & Yeager, E. A. (1998). The role of empathy in the development of historical understanding. International Journal of Social Education, 13(1), 1-7.


Foster, S. J., & Yeager, E. A. (1999). "You've Got To Put Together the Pieces": English 12-Year-Olds Encounter and Learn from Historical Evidence. Journal of Curriculum and Supervision, 14(4), 286-317.


Fowler, C. A., & Moore, E. (1972). The Portrayal of Canadian Indians in Children's Books. The Canadian Journal of History and Social Science, 8, 28-33.


Fowler, P. J. (1992). The past in contemporary society: then, now. London ; New York: Routledge.


Fowler, R. (1995). Teaching national consciousness in Canada: The role of mythology and history. Canadian Social Studies, 29(2), 63-65.


Fox-Genovese, E., & Lasch-Quinn, E. (Eds.). (1999). Reconstructing History: The Emergence of a New Historical Society. New York: Routledge.


Francis, D. (1992). The Imaginary Indian: The Image of the Indian in Canadian Culture. Vancouver, BC: Arsenal Pulp Press.


Francis, D. (1997). National dreams: myth, memory and Canadian history. Vancouver: Arsenal Pulp Press.


Francis, D., Hobson, J., Smith, G., Garrod, S., & Smith, J. (1998). Canadian Issues: A Contemporary Perspective. Toronto: Oxford University Press.


Frank, D. J., Wong, S.-Y., Meyer, J. W., & Ramirez., F. (2000). What Counts as History: A Cross-National and Longitudinal Study of University Curricula. Comparative Education Review, 44, 29-53.


Fraser, J. (1979). The Circular 14 Story. Approved Textbooks in Ontario. Orbit 49, 10(4), 8-9.


Freeman, E. G., & Levstik, L. (1988). Recreating the Past: Historical Fiction in the Social Studies Curriculum. Elementary School Journal, 88(4), 329-337.


Freeman, M. (1997). Why narrative? Hermeneutics, historical understanding, and the significance of stories. Journal of Narrative and Life History, 7(1-4), 169-176.


Freidman, W. J. (1992). The development of children's knowledge of temporal structure. In F. Macar, V. Pouthas & W. J. Friedman (Eds.), Time, Action and Cognition: Towards bridging the gap (pp. 67-75). Dordrecht, Netherlands: Kluwer Academic Publishers.


Fresch, E. T. (2004). Connecting Children with Children Past and Present: Motivating Students for Inquiry and Action. Portsmouth, NH: Heinemann.


Freund, A., & Quilici, L. (1995). Exploring myths in women's narratives: Italian and German immigrant women in Vancouver, 1947-1961. BC Studies 105-106, Special number on Women's History and Gender Studies, 159-182.


Friedman, W. (1982). Conventional time concepts and children's structuring of time. In W. Friedman (Ed.), The Development Psychology of Time. New York: Academic Press.


Friedman, W. (1990). About Time: Inventing the Fourth Dimension. Cambridge: The MIT Press.


Friese, H., Assmann, A., & Universitèat Bielefeld. Forschungsgruppe Historische Sinnbildung. (2002). Identities: time, difference, and boundaries. New York: Berghahn Books.


Friesen, G. (1987). The Canadian prairies: a history. Toronto: University of Toronto Press.


Friesen, G. (1996). River road: essays on Manitoba and prairie history. Winnipeg: University of Manitoba Press.


Friesen, G. (1999). The West: regional ambitions, national debates, global age. Toronto: Penguin Books.


Friesen, G. (2000). Citizens and nation: an essay on history, communication, and Canada. Toronto: University of Toronto Press.


Frisch, M. (Ed.). (1990). A Shared Authority: Essays on the Craft and Meaning of Oral and Public History. Albany, NY: State University of New York Press.


Fritzsche, P. (2001). The case of modern memory. Journal of Modern History, 73, 87-117.


Fritzsche, P. (2004). Stranded in the present: Modern time and the melancholy of history. Cambridge, Mass.: Harvard University Press.


Fromowitz, D. (2000). Constructing A Holocaust Curriculum for Grade Twelve. Unpublished M.A. Thesis, Simon Fraser University, Burnaby, BC.


Fulbrook, M. (2002). Historical theory. New York: Routledge.


Furedi, F. (1992). Mythical Past, Elusive Future. London, UK: Pluto Press.


Gabella, M. S. (1994). The Art(s) of Historical Sense. Journal of Curriculum Studies, 27(2), 139-163.


Gadamer, H.-G. (1987). The problem of historical consciousness. In P. Rabinow & W. M. Sullivan (Eds.), Interpretive Social Science: A Second Look (pp. 82-140). Berkeley, CA: University of California Press.


Gagnon, F., Pagâe, M., Canada. Multiculturalism Directorate, Canada. Canadian Heritage. Strategic Research & Analysis, & Canada. Citizens' Participation Directorate. (1999). Conceptual framework for an analysis of citizenship in the liberal democracies, vol. II: approaches to citizenship in six liberal democracies. Hull, PQ: Canadian Heritage Strategic Planning & Policy Coordination Strategic Research & Analysis.


Gagnon, F., Pagâe, M., Canada. Multiculturalism Directorate, Canada. Citizens' Participation Directorate, & Canada. Canadian Heritage. Strategic Research & Analysis. (1999). Conceptual framework for an analysis of citizenship in the liberal democracies, vol. I: conceptual framework and analysis. Hull, PQ: Canadian Heritage Strategic Planning & Policy Coordination Strategic Research & Analysis.


Gagnon, P. (1988). Why Study History? The Atlantic Monthly, 43-66.


Gagnon, P. A., & Bradley Commission on History in Schools. (1989). Historical literacy: the case for history in American education. New York ; London: Macmillan; Collier Macmillan Pub.


Gago, M. (2002). Students' Understanding of Historical Narrative. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.


Galloway, G., LaBar, C., & Ranson, J. (1977). A Report on the Analysis of Prescribed British Columbia Textbooks for Racism: Human Rights Commission of British Columbia.


Garcia, J. (1986). A Comparative Investigation: The White Ethnic Experience in Selected Secondary U.S. History Textbooks. The Social Studies, 77(4), 169-175.


Garcia, J., Stenning, W., & Cooper-Stenning, P. (1976, December). Images of Named and Non-White Ethnic Groups as Presented in Selected Eighth Grade U.S. History Textbooks. Paper presented at the Annual meeting of the Interamerican Congress of Psychology, Miami Beach, Florida.


Garcia, J., & Tanner, D. E. (1985). The Portrayal of Black Americans in U.S. History Textbooks. The Social Studies, 76(5), 200-204.


Garner, R., & Elexander, P. A. (Eds.). (1994). Beliefs About Text and Instruction with Text. Hillsdale, NJ: Lawrence Erlbaum Associates.


Garrett-Petts, W. F. (Ed.). (2000). The Heritage Fair Documentation Project. Kamloops, BC: The Centre for Multiple Literacies Research.


Gathercole, P., & Lowenthal, D. (Eds.). (1990). The Politics of the Past. London, UK: Unwin Hyman Ltd.


Genovese, E. D. (1976). Roll, Jordan, roll: the world the slaves made. New York: Vintage Books.


Ghosh, R., & Ray, D. (1995). Social change and education in Canada (3rd ed.). Toronto: Harcourt Brace Canada.


Giddens, A. (1990). The consequences of modernity. Stanford, Calif.: Stanford University Press.


Giddens, A. (1991). Modernity and self-identity: self and society in the late modern age. Cambridge, UK: Polity Press.


Giddens, A. (1995). A contemporary critique of historical materialism (2nd ed.). Basingstoke, Hampshire: Macmillan.


Giffen, P. J., & Friesen, G. (2004). Rural life: portraits of the prairie town, 1946. Winnipeg: University of Manitoba Press.


Gillam, R. A. (2001). Hall of mirrors: museums and the Canadian public. Banff, AB: Banff Centre Press.


Gillaspie, M. K., & Davis, O. L. (1998). Historical Constructions: How Elementary Student Teachers' Historical Thinking Is Reflected in Their Writing of History. International Journal of Social Education, 12(2), 35-45.


Gillis, J. R. (1994). Commemorations: The Politics of National Identity. Princeton: Princeton University Press.


Gilroy, P. (1993). The black Atlantic: modernity and double consciousness. London: Verso.


Gilroy, P. (2005). Postcolonial melancholia. New York: Columbia University Press.


Ginzburg, C. (1990). Myths, Emblems, Clues (J. A. C. Tedeschi, Trans.). London, UK: Hutchinson Radius.


Giordano, G. (2003). Twentieth-century textbook wars: a history of advocacy and opposition. New York: P. Lang.


Gitlin, T. (1995). Rewriting history. Teacher Magazine, 43-53.


Glassberg, D. (2001). Sense of history: the place of the past in American life. Amherst: University of Massachusetts Press.


Gordon, A. (2001). Making public pasts: the contested terrain of Montrâeal's public memories, 1891-1930. Montreal: McGill-Queen's University Press.


Gormley, E. (1993). Popular Darwinism and Geography Textbooks in Canada, 1850-1920. Past Imperfect, 2, 87-106.


Graff, H. J., & Social Science History Association. (2005). Looking backward and looking forward: perspectives on social science history. Madison, Wisc.: University of Wisconsin Press.


Graham, B., Ashworth, G. J., & Tunbridge, J. E. (2000). A geography of heritage: power, culture and economy. London; New York: Arnold; Oxford University Press.


Graham, R. J. (1989). The Irish Readers Revisited: The Power of the Text(book). Canadian Journal of Education, 14, 414-426.


Granatstein, J. (1998). Who Killed Canadian History? Toronto: Harper-Collins.


Gray, C. (2000, October 7). History wars. Saturday Night, 34-42.


Green, J. (2000). Taking History to Heart: The Power of the Past in Building Social Movements. Amherst, MA: University of Massachusetts Press.


Greenberg, D. (1991). Metahistory of the everyday: historical consciousness in lived existence: (set in late eighteenth century Britain). [Vancouver]: University of British Columbia.


Groves, R. M. (2004). Survey methodology. Hoboken, NJ: J. Wiley.


Gutman, H. (1987). Historical consciousness in contemporary America. In H. Gutman (Ed.), Power and Culture: Essays on the American Working Class. New York: Pantheon.


Haas, M. E. (1991). An Analysis of the Social Science and History Concepts in Elementary Social Studies Textbooks Grades 1-4. Theory and Research in Social Education, XIX(2), 211-220.


Habermas, J. (1988). Concerning the Public Use of History + Historikerstreit (Reprinted from Die Zeit, November 7, 1986). New German Critique(44), 40-50.


Hahn, C. L. (2001). Democratic Understanding: Cross-National Perspectives. Theory into Practice, 40(1), 14-22.


Hahn, C. L., & Blankenship, G. (1983). Women and Economics in Textbooks. Theory and Research in Social Education, 11(3), 67-76.


Haig-Brown, C. (2000). Taking Down the Walls: Communities and Educational Research in Canada's 21st Century. NALL Working Paper.


Halbwachs, M., & Coser, L. A. (1992). On collective memory. Chicago: University of Chicago Press.


Hall, R. G. (1999). Chartism remembered: William Aitken, liberalism, and the politics of memory. Journal of British Studies, 38(4), 26.


Hallam, R. N. (1979). Attempting to Improve Logical Thinking in School History. Research in Education, 21, 1-24.


Halldén, O. (1986). Learning History. Oxford Review of Education, 12(1), 53-66.


Halldén, O. (1998). Personalization in historical descriptions and explanations. Learning and Instruction, 8(2), 131-139.


Halperin, D. M. (2002). How to Do the History of Homosexuality. Chicago: University of Chicago Press.


Hamilton, P., & Ashton, P. (2004). Australians and the Past. Australian Cultural History, 22(Special Issue).


Handler, R. (1988). Nationalism and the politics of culture in Quebec. Madison, Wis.: University of Wisconsin Press.


Handler, R., & Gable, E. (1997). The New History in an Old Museum: Creating the past at Colonial Williamsburg. Durham, NC: Duke University Press.


Harison, C. (2002). Teaching the French Revolution: Lessons and Imagery from Nineteenth and Twentieth Century Textbooks. History Teacher, 35(2), 137-162.


Harkness, J., Vijver, F. J. R. v. d., & Mohler, P. P. (2003). Cross-cultural survey methods. Hoboken, N.J.: J. Wiley & Sons.


Harlan, D. (1997). The Degradation of American History. Chicago & London, UK: University of Chicago Press.


Harlan, D. (2003). Ken Burns and the coming crisis of academic history. Rethinking History, 7(2), 169-192.


Harmon, J. M., Hedrick, W. B., & Fox, E. A. (2000). A Content Analysis of Vocabulary Instruction in Social Studies Textbooks for Grades 4-8. The Elementary School Journal, 100(3), 253-271.


Harris, R. C. (2001). Postmodern patriotism: Canadian reflections. The Canadian Geographer, 45(1), 193-207.


Haskell, T. (Ed.). (1984). The Authority of Experts: Studies in History and Theory. Bloomington IN: Indiana University Press.


Hayden, D. (1995). The power of place: urban landscapes as public history. Cambridge, Mass.: MIT Press.


Hein, L. E., & Selden, M. (2000). Censoring history: citizenship and memory in Japan, Germany, and the United States. Armonk, N.Y.: M.E. Sharpe.


Heron, C. (2000). The labour historian and public history. Labour-Le Travail(45), 171-197.


Heyneman, S. P., Farrell, J. P., & Sepulveda-Stuardo, M. A. (1981). Textbooks and Achievement in Developing Countries: What We Know. Journal of Curriculum Studies, 13(3), 227-246.


Himmelfarb, G. (1989). Some reflections on the new history. The American Historical Review, 94(3), 661-670.


Hirsch, H. (1999). Genocide and the politics of memory: Studying death to preserve life. Peace Research Abstracts Journal, 36(2).


Hirsch, M. (1997). Family Frames: Photography, Narrative, and Postmemory. Cambridge, MA: Harvard University Press.


Hobsbawm, E., & Ranger, T. (Eds.). (1983). The Invention of Tradition. New York: Cambridge University Press.


Hodgetts, A. B. (1968). What culture? What heritage? A study of civic education in Canada. [Toronto]: Ontario Institute for Studies in Education.


Hogan, M. J. (1996). Hiroshima in history and memory. Cambridge; New York: Cambridge University Press.


Hoge, J. D., & Foster, S. J. (2000). It's About Time: Students' Understanding of Chronology, Change, and Development in a Century of Historical Photographs. Paper presented at the The Annual Meeting of the American Educational Research Association, New Orleans, Louisiana.


Holbrook, H. T. (1985). The Quality of Textbooks. The Reading Teacher, 38(7), 680-692.


Hollingshead, A. B. (1998). Communication, learning, and retrieval in transactive memory systems. Journal of Experimental Social Psychology, 34(5), 20.


Holt, T. (1990). Thinking Historically: Narrative, Imagination, and Understanding. New York: College Entrance Examination Board.


Holtschneider, K. H. (2001). German protestants remember the Holocaust: theology and the construction of collective memory. Mèunster: Lit.


Hoodless, P. A. (2002). An investigation into children's developing awareness of time and chronology in story. Journal of Curriculum Studies, 34(2), 173-200.


Hooper, J. H., & Smith, B. A. (1993). Children's US History Textbooks: 1787-1865. Social Education, 57(1), 14-18.


Hooper-Greenhill, E. (1993). Museums and the Shaping of Knowledge. London: Routledge.


Hou, C., & Hou, C. (1998). The Art of Decoding Political Cartoons: A Teacher's Guide. Vancouver, BC: Moody's Lookout Press.


Hufford, M. (1994). Conserving culture: a new discourse on heritage. Urbana: University of Illinois Press.


Hull, J. (1982). Viewpoint: A Social Studies Textbook: Review and Response. The History and Social Science Teacher, 17(3), 154-161.


Hutchins, H., Pritchard, M. H., Andrews, J., Rosenburg, T., Biffie, M., Drain, S., et al. (1997). What's Canadian About Canadian Children's Literature? A Compendium of Answers to the Question. Canadian Children's Literature, No.87, 23(3), 15-35.


Hutton, P. H. (1993). History as an art of memory. [Burlington, Vt.]; Hanover [N.H.]: University of Vermont; University Press of New England.


Huyssen, A. (1995). Twilight Memories: Marking Time in a Culture of Amnesia. New York: Routledge.


Huyssen, A. (2003). Present pasts: urban palimpsests and the politics of memory. Stanford, Calif.: Stanford University Press.


Ignatieff, M. (1998). The warrior's honor: ethnic war and the modern conscience. Toronto: Viking.


Ignatieff, M. (2000). The rights revolution. Toronto: House of Anansi Press.


Ignatieff, M. (2005). American exceptionalism and human rights. Princeton, N.J.: Princeton University Press.


Inglis, K. S. (1998). Sacred places: War memorials in the Australian landscape. Melbourne, Australia: Melbourne University Press.


Irving, H. M. (1986). An Analysis of Ontario's Junior Division Social Studies Textbooks in Relation to Multiculturalism. Unpublished Master's, University of Ottawa, Ottawa.


Jackson, P. W., & Haroutunian-Gordon, S. (1989). From Socrates to software: the teacher as text and the text as teacher. Chicago, Ill.: NSSE : Distributed by the University of Chicago Press.


Jay, M. (1993). Downcast eyes: the denigration of vision in twentieth-century French thought. Berkeley: University of California Press.


Jay, M. (1993). Force fields: between intellectual history and cultural critique. New York: Routledge.


Jay, M. (1998). Cultural semantics: keywords of our time. Amherst: University of Massachusetts Press.


Jay, M. (2003). Refractions of violence. New York: Routledge.


Jay, M. (2005). Songs of experience: modern American and European variations on a universal theme. Berkeley: University of California Press.


Jenkins, K. (1991). Rethinking History. London, UK: Routledge.


Jenkins, K. (1995). On 'What is History': From Carr and Elton to Rorty and White. New York & London, UK: Routledge.


Jenkins, K. (1999). Why History?: Ethics and Postmodernity. New York & London, UK: Routledge.


Jenkins, K., & Brickley, P. (1990). Designer histories: A reply to Christopher Portal. Teaching History, 27-29.


Jenkinson, E. (1993). Putting Public School Textbooks on Trial. Educational Researcher, 22(1), 35-36.


Jewsiewicki, B., & Létourneau, J. (1996). L'histoire en partage: Usages et mises en discours du passâe. Paris: L'Harmattan.


Jewsiewicki, B., & Létourneau, J. (Eds.). (1998). Les jeunes à l'ère de la mondialisation. Quête identitaire et conscience historique. Sillery: Septentrion (with the assistance of Irène Hermann).


John, M. S., Ramage, K., & Stokes, L. (1999). A Vision for the Teaching of History-Social Science: Lessons from the California History-Social Science Project: Inverness Research Associates.


Johnsen, E. B. (1994). Amateurs Crossing Prairies of Oblivion: Textbook Writers and Textbook Research. Journal of Curriculum Studies, 26(3), 297-311.


Johnson, C. (1963). Old-Time Schools and School-Books. New York: Dover Publications, Inc.


Johnson, H. H. (1968). A Brief History of Canadian Education. Toronto: McGraw-Hill Company of Canada Limited.


Johnston, W. M. (1991). Celebrations: the cult of anniversaries in Europe and the United States today. New Brunswick, N.J., (U.S.A.): Transaction Publishers.


Jones, H. G., North Caroliniana Society., & University of North Carolina at Chapel Hill. Library. North Carolina Collection. (1995). Historical consciousness in the early republic: the origins of state historical societies, museums, and collections, 1791-1861. Chapel Hill: North Caroliniana Society and North Carolina Collection.


Kadar, M. (1995). Remembering Youth in the Holocaust. Canadian Children's Literature, 79, 73-74.


Kaes, A. (1990). History and film: Public memory in the age of electronic dissemination. History and Memory: Studies in Representation of the Past, 2(1), 111-129.


Kammen, M. (1991). Mystic Chords of Memory: The Transformation of Tradition in American Culture. New York: Knopf.


Kammen, M. (1995). Review of Iwona Irwin-Zarecka, frames of remembrance: The dynamics of collective memory. History and Theory, 34(3), 245-261.


Kammen, M. (2000). A Carl Becker Redivivus: or, Is Everyone Really A Historian? History and Theory, 39(2), 230-242.


Kammen, M. (2000). Review of Rosenzweig and Thelen, The Presence of the Past: Popular Uses of History in American Life. History and Theory: Studies in the Philosophy of History, 39(2), 230-242.


Kansteiner, W. (2002). Finding meaning in memory: A methodological critique of memory studies. History and Theory, 41(2), 179-197.


Kaplan, H. (1994). Conscience and memory: meditations in a museum of the Holocaust. Chicago: University of Chicago Press.


Kaplan, W. (1993). Belonging: the meaning and future of Canadian citizenship. Montreal, Quebec: McGill-Queen's University Press.


Karp, I., Kreamer, C. M., Lavine, S., & Woodrow Wilson International Center for Scholars. (1992). Museums and communities: the politics of public culture. Washington: Smithsonian Institution Press.


Karp, I., Lavine, S., & Rockefeller Foundation. (1991). Exhibiting cultures: the poetics and politics of museum display. Washington: Smithsonian Institution Press.


Kavanagh, G. (2000). Dream spaces: memory and the museum. London: Leicester University Press.


Kaye, H. (1991). The Powers of the Past: Reflections on the Crisis and the Promise of History. Minneapolis: University of Minnesota Press.


Kelly, L., Savage, G., Landman, P., & Tonkin, S. (2002). Energised, Engaged, Everywhere: Older Australians and Museums. Sydney & Canberra: Australian Museum and the National Museum of Australia.


Kermode, F. (1966). The Sense of an Ending: Studies in the Theory of Fiction. London & Oxford, UK: Oxford University Press.


Kernan, A. (Ed.). (1997). What's Happened to the Humanities? Princeton NJ: Princeton University Press.


King, T. (2003). The Truth About Stories: A Native Narrative. Toronto: House of Anansi Press Ltd.


Kingwell, M. (2000). The World We Want: Virtue, Vice and the Good Citizen. Toronto, ON: Viking.


Kirk, H. (1996). No Home or Native Land: How Canadian History Got Left Out of Recent Historical Fiction for Children By Canadians. Canadian Children's Literature, 83, 8-25.


Klein, K. L. (2000). On the emergence of memory in historical discourse (Historiography, history, Jews, Holocaust, 'after-Auschwitz'). Representations(69), 127-150.


Kölbl, C. (Ed.). (2004). Geschichtsbewußtsein im Jugendalter. Grundzüge einer Entwicklungspsychologie historischer Sinnbildung [Historical consciousness in youth. Outline of a developmental psychology of historical consciousness]. Bielefeld, Germany.


Kölbl, C., & Straub, J. (2001). Historical consciousness in youth: Theoretical and Exemplary empirical analysis. Forum: Qualitative Social Research, 2(3).


Kon, J. H. (1995). Teachers' Curricular Decision Making in Response to a New Social Studies Textbook. Theory and Research in Social Education, XXIII(2), 121-146.


Koselleck, R. (1988). Critique and crisis : enlightenment and the pathogenesis of modern society. Oxford: Berg.


Koselleck, R. (2004). Futures past: on the semantics of historical time. New York: Columbia University Press.


Koselleck, R., & Presner, T. S. (2002). The practice of conceptual history: timing history, spacing concepts. Stanford, Calif.: Stanford University Press.


Krmpotich, C., & Anderson, D. (2005). Collaborative Exhibitions and Visitor Reactions: The Case of 'Nitsitapiisinni: Our Way of Life. Curator, 48(4), 377-405.


Kwiet, K., & Matthèaus, J. (2004). Contemporary responses to the Holocaust. Westport, Conn.: Praeger Publishers.


Kymlicka, W. (1989). Liberalism, community, and culture. Oxford, England; New York: Oxford University Press.


Kymlicka, W. (1990). Contemporary political philosophy: An introduction. Oxford: Oxford University Press.


Kymlicka, W. (1995). Multicultural citizenship: a liberal theory of minority rights. Oxford: Oxford University Press.


Kymlicka, W. (1995). The rights of minority cultures. Oxford ; New York: Oxford University Press.


Kymlicka, W. (1997). States, nations and cultures. Assen: Van Gorcum.


Kymlicka, W. (1998). Finding our way: rethinking ethnocultural relations in Canada. New York: Oxford University Press.


Kymlicka, W. (2000). Politics in the vernacular: nationalism, multiculturalism and citizenship. New York: Oxford University Press.


Kymlicka, W. (2003). Being Canadian. Government and Opposition Ltd., 38(3), 357-385.


Kymlicka, W., & Norman, W. (2000). Citizenship in diverse societies. Oxford ; New York: Oxford University Press.


Kymlicka, W., & Patten, A. (2003). Language rights and political theory. Oxford; New York: Oxford University Press.


Kymlicka, W., Raviot, J.-R., & Canadian Centre for Foreign Policy Development. (1997). Living together: international aspects of federal systems. Ottawa: Canadian Centre for Foreign Policy Development.


LaCapra, D. (1998). History and memory after Auschwitz. Ithaca, NY: Cornell University Press.


LaCapra, D. (2001). Writing history, writing trauma. Baltimore: Johns Hopkins University Press.


Larkins, A. G., Hawkins, M. L., & Gilmore, A. (1987). Trivial and Noninformative Content of Elementary Social Studies: A Review of Primary Texts in Four Series. Theory and Research in Social Education, 15(4), 299-311.


LaSpina, J. A. (1998). The Visual Turn and the Transformation of the Textbook. London: Lawrence Erlbaum Associates.


Le Blanc, B. (2003). Postcards from Acadie: Grand-Prâe, Evangeline & the Acadian identity. Kentville, N.S.: Gaspereau Press.


Le Goff, J. (1992). History and memory. New York: Columbia University Press.


Lee, P. (1983). History Teaching and philosophy of history. History and Theory, 22(4), 19-49.


Lee, P. (2002). Walking backwards into tomorrow: Historical consciousness and understanding history. Paper presented at the American Educational Research Association, New Orleans.


Lee, P. (n.d.). History in an Information Culture. Retrieved August 31, 2004, from http://www.ex.ac.uk/education/historyresource/journal2/lee.pdf


Lehmann, H., & Melton, J. V. H. (1994). Paths of continuity: central European historiography from the 1930s to the 1950s. Washington, D.C.: German Historical Institute.


Leinhardt, G., Beck, I. L., & Stainton, C. (1994). Teaching and learning in history. Hillsdale, N.J.: Lawrence Erlbaum Associates.


Leon, W., & Rosenzweig, R. (1989). History museums in the United States: a critical assessment. Urbana: University of Illinois Press.


Lerner, G. (1997). Why History Matters: Life and Thought. New York & Oxford, UK: Oxford University Press.


Lerner, R., Nagai, A. K., & Rothman, S. (1995). Molding the good citizen: the politics of high school history texts. Westport, Conn.: Praeger.


Létourneau, J. (1991). La grève de l'amiante entre l'histoire et ses mémoires. Journal of the Canadian Oral History Association, 11, 8-16.


Létourneau, J. (2000). L'avenir du Canada: Par rapport à quelle histoire? Canadian Historical Review, 81(2), 230-259.


Létourneau, J. (2000). Passer à l'avenir. Histoire, mémoire, identité dans le Québec d'aujourd'hui. Montréal: Boréal.


Létourneau, J. (2000). Remembering where you leave from: History and memory as recognition and distance. French Historical Studies, 23(2), 277-300.


Létourneau, J. (2001). Which history for which future of Canada? Paper presented at the Canadian Historical Consciousness in International Context: Theoretical Frameworks, Vancouver, BC.


Létourneau, J. (2004). A history for the future: Rewriting memory and identity in Quebec. Montreal & Kingston: McGill-Queen's University Press.


Lévesque, S. (2003). 'Bin Laden is responsible; it was shown on tape': Canadian high school students' historical understanding of terrorism. Theory and Research in Social Education, 31(2), 174-202.


Lévesque, S. (2005). In Search of a Purpose for School History. Journal of Curriculum Studies, 37(3), 349-358.


Lévesque, S. (in press). "Pour moi c'est pas une fierté pour le Canada mais pour ma famille": The problems of Canadian identity and Francophone and Anglophone Ontario students' understanding of historical significance. Curriculum Inquiry.


Levin, I., & Zakay, D. (Eds.). (1989). Time and Human Cognition: A Life Span Perspective. Amsterdam: Holland Press.


Levine, L. W. (1996). The Opening of the American Mind: Canons, Culture, and History. Boston: Beacon Press.


Levstik, L., & Pappas, C. C. (1987). Exploring the Development of Historical Understanding. Journal of Research and Development in Education, 21(1), 1-15.


Levstik, L. S. (1989). Historical Narrative and the Young Reader. Theory into Practice, 28(2), 114-119.


Levstik, L. S. (1997-98). Early adolescents' understanding of the historical significance of women's rights. International Journal of Social Education, 12(2), 19-34.


Levstik, L. S. (1999, April). The well at the bottom of the world: Positionality and New Zealand [Aotearoa] adolescents' conceptions of historical significance. Paper presented at the Annual meeting of the American Educational Research Association, Montreal, Quebec.


Levstik, L. S., & Barton, K. C. (1996). 'They still use some of their past': Historical salience in elementary children's chronological thinking. Journal of Curriculum Studies, 28(5), 531-576.


Levstik, L. S., & Barton, K. C. (2001). Doing history: investigating with children in elementary and middle schools (2nd ed.). Mahwah, N.J.: Lawrence Erlbaum Associates.


Levstik, L. S., & Pappas, C. C. (1992). New directions for studying historical understanding. Theory and Research in Social Education, 20(4), 369-385.


Levy, D. J. (1989). The Limits of History - Ontology, Anthropology and Historical Understanding. Journal of the British Society for Phenomenology, 20(2), 150-165.


Liberty, S. (1980). Alberta Elementary Social Studies Textbooks: Agents of Socialization. One World, XVII(3), 19-23.


Light, B., Staton, P., & Bourne, P. (1989). Sex Equity Content in History Textbooks. The History and Social Science Teacher, 25(Fall), 18-20.


Linenthal, E. T. (1995). Preserving Memory: The Struggle to Create America's Holocaust Museum. New York.


Linenthal, E. T., & Engelhardt, T. (1996). History wars: the Enola Gay and other battles for the American past (1st ed.). New York: Metropolitan Books.


Lipsitz, G. (1990). Time Passages: Collective Memory and American Popular Culture. Minneapolis: University of Minnesota Press.


Litt, P. (1992). The muses, the masses, and the Massey Commission. Toronto: University of Toronto Press.


Litt, P. (1997). Pliant Clio and immutable texts + History education: The historiography of a historical marking program. Public Historian, 19(4), 7-28.


Loewen, J. (1995). Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New York: The New Press.


Loewen, J. W. (1999). Lies Across America: What Our Historic Sites Get Wrong. New York: New Press.


Loftus, E. (1997). Creating false memories. Scientific American, 277, 70-75.


Logan, W. C., & Needham, R. L. (1985). What Elementary School Social Studies Textbooks Tell About the Vietnam War. The Social Studies, 76(5), 207-211.


Lomas, T. (1990). Teaching and Assessing Historical Understanding. London, UK: The Historical Association.


Lorenz, C. F. G. (1999). Comparative historiography: Problems and perspectives. History and Theory, 38(1), 25-39.


Lorenz, C. F. G. (2001). History, forms of representation and functions. In N. Smelser & P. Baltus (Eds.), International Encyclopedia of the Social and Behavioral Sciences (Vol. 10, pp. 6835-6842). Oxford.


Lorenz, C. F. G. (2001). History, theories and methods. In N. Smelser & P. Baltus (Eds.), International Encyclopedia of the Social and Behavioral Sciences (Vol. 10, pp. 6869-6876). Oxford.


Lorenz, C. F. G. (2002). Bordercrossings: Some reflections on recent debates in German history. In D. Michman (Ed.), Remembering the Holocaust in Germany 1945 - 2000. Views From Within and Without. New York: Peter Lang.


Lorenz, C. F. G. (2004). Towards a theoretical framework for comparing historiographies: Some preliminary considerations. In P. C. Seixas (Ed.), Theorizing historical consciousness (pp. 25-48). Toronto: University of Toronto Press.


Lowenthal, D. (1985). The past is a foreign country. Cambridge [Cambridgeshire]; New York: Cambridge University Press.


Lowenthal, D. (1996). Possessed by the Past: The Heritage Industry and the Spoils of History. New York: Free Press.


Lowenthal, D. (2001). National Museums and Historical Truth. Paper presented at the Negotiating Histories, Australia.


Lupul, M. R. (1976). The Portrayal of Canada's 'Other' Peoples in Senior High School History and Social Studies Textbooks in Alberta, 1905 to Present. The Alberta Journal of Educational Research, XXII(1), 1-33.


Macdonald, S. (1998). The politics of display: museums, science, culture. London; New York: Routledge.


MacDonald, S. (Ed.). (2000). Approaches to European Historical Consciousness: Reflections and Provocations. Hamburg: Koerber Stiftung.


Macdonald, S., Fausser, K., Kèorber-Stiftung., & Wissenschaftszentrum Nordrhein-Westfalen. Kulturwissenschaftliches Institut Essen. (2000). Approaches to European historical consciousness: reflections and provocations: results of the project "European historical consciousness", a cooperation between the Kèorber Foundation and the Institute for Advanced Studies in the Humanities (KWI), Essen, under the direction of Jèorn Rèusen. Hamburg: Edition Kèorber-Stiftung.


Macdonald, S., & Fyfe, G. (1996). Theorizing museums: representing identity and diversity in a changing world. Cambridge, Mass.: Blackwell.


MacEachern, A. A. (2001). Natural selections: national parks in Atlantic Canada, 1935-1970. Montreal: McGill-Queen's University Press.


Macintyre, S., & Clark, A. (2003). The history wars. Carlton, Vic.: Melbourne University Press.


Mackey, E. (1999). The House of Difference: Cultural Politics and National Identity in Canada. London: Routledge.


Maier, C. S. (1997). The unmasterable past: history, Holocaust, and German national identity. Cambridge, Mass.: Harvard University Press.


Maleuvre, D. (1999). Museum memories: history, technology, art. Stanford, Calif.: Stanford University Press.


Manitoba Indian Brotherhood, & Kirkness, V. J. (1974). The shocking truth about Indians in textbooks: Textbook evaluations. Winnipeg: Manitoba Indian Brotherhood.


Marcus, J. (1980). Sub Specie Historiae: Essays in the Manifestation of Historical and Moral Consciousness. London, ON & Toronto.


Margalit, A. (2002). The Ethics of Memory. Cambridge MA: Harvard University Press.


Martín Alcoff, L., & Mendieta, E. (Eds.). (2003). Identities: Race, Class, Gender, and Nationality. Oxford: Blackwell Publishing.


Martin, C. (Ed.). (1987). The American Indian and the Problem of History. New York: Oxford University Press.


Martin, C. (1987). The metaphysics of writing Indian-white history. In C. Martin (Ed.), The American Indian and the Problem of History. New York: Oxford University Press.


Marx, L., & Mazlish, B. (Eds.). (1998). Progress: Fact or Illusion? Ann Arbor: The University of Michigan Press.


Massey, D. (1995). Places and Their Pasts. History Workshop Journal(39), 182-192.


Masur, L. P. (Ed.). (1999). The Challenge of American History. Baltimore & London, UK: John Hopkins University Press.


Mattu, L., & Villeneuve, D. (1980). Eliminating Group Prejudice in Social Studies Textbooks: Human Rights Commission of B.C.


Mayer, R. H. (1998). Connecting Narrative and Historical Thinking: A Research-based Approach To Teaching History. Social Education, 62(2), 97-100.


McBride, I. (2001). History and memory in modern Ireland. Cambridge, UK ; New York: Cambridge University Press.


McCabe, P. P. (1993). Considerateness of Fifth-Grade Social Studies Texts. Theory and Research in Social Education, XXI(2), 128-142.


McCrorie, J. N., MacDonald, M., & University of Regina. Canadian Plains Research Center. (1992). The Constitutional future of the Prairie and Atlantic regions of Canada. Regina: Canadian Plains Research Center.


McDiarmid, G., & Pratt, D. (1971). Teaching Prejudice: A Content Analysis of Social Studies Authorized for Use in Ontario. Toronto: Ontario Institute for Social Studies Education.


McGinnis, J. D. (1995). Heritage minutes: Myth and history. Canadian Issues/Themes Canadiens, 17, 25-36.


McIntyre, D., & Wehner, K. (Eds.). (2001). National Museums: Negotiating Histories: National Museum of Australia.


McKay, I. (1994). The quest of the folk: antimodernism and cultural selection in twentieth-century Nova Scotia. Montreal: McGill-Queen's Univ. Press.


McKay, I. (2000). The liberal order framework: A prospectus for a reconnaissance of Canadian history. Canadian Historical Review, 81(4), 617-645.


McKeown, M. G., & Beck, I. L. (1990). The Assessment and Characterization of Young Learners' Knowledge of a Topic in History. American Educational Research Journal, 27(4), 688-726.


McLaren, D. J. (1970). Time, life and boundaries. Journal of Paleontology, 44, 801-815.


McLoughlin, M. (1999). Museums and the representation of native Canadians: negotiating the borders of culture. New York: Garland Pub.


McNab, D., & Lischke, U. (2005). Walking a tightrope: aboriginal people and their representations. Waterloo, Ont.: Wilfrid Laurier University Press.


McPherson, K. (1996). Carving out a past: The Canadian Nurses' Association war memorial. Histoire Sociale/Social History, 29(58), 417-430.


Megill, A. (1987). The reception of Foucault by historians. Journal of the History of Ideas, 48.


Megill, A. (1989). Recounting the past: Description, exploration, and narrative in historiography. American Historical Review, 94, 627-653.


Melzer, A. M., Weinberger, J., & Zinman, M. R. (Eds.). (1995). History and the Idea of Progress. Ithaca New York: Cornell University Press.


Meranze, M. (2003). Michel Foucault, the death penalty and the crisis of historical understanding. Historical Reflections-Reflexions Historiques, 29(2), 191-209.


Middleton, D., & Edwards, D. (Eds.). (1991). Collective Remembering. London, UK: Sage.


Mikk, J. (2000). Textbook: Research and Writing. Frankfurt am Main: Peter Lang.


Miller, S. L., & Rose, S. A. (1983). The Great Depression: A Textbook Case of Problems With American History Textbooks. Theory and Research in Social Education, XI(3), 25-39.


Miller, T. (1998). Technologies of Truth: Cultural Citizenship and the Popular Media. Minneapolis: University of Minnesota Press.


Montagnero, J. (1996). Understanding Changes in Time. London, UK: Taylor & Francis.


Moore, K. (1997). Museums and popular culture. London; Washington: Cassell.


Moore-Gilbert, B. J. (1997). Postcolonial theory: contexts, practices, politics. London; New York: Verso.


Moreau, J. (2003). Schoolbook nation: conflicts over American history textbooks from the Civil War to the present. Ann Arbor: University of Michigan Press.


Morgan, R. (1999). Collective memory and foreign policy. Government & Opposition, 34(3), 429.


Morton, D. (1999). A military history of Canada: [from Champlain to Kosovo] (4th ed.). Toronto: M&S.


Morton, D. (2001). A short history of Canada (5th ed.). Toronto: M&S.


Muir, E., & Ruggiero, G. (Eds.). (1991). Microhistory and the Lost Peoples of Europe. Baltimore: Johns Hopkins University Press.


Munslow, A. (1997). Deconstructing History. New York & London, UK: Routledge.


Murray, V. M. (1986). Ideology of Content in Social Studies Texts. Unpublished Master's, University of British Columbia, Vancouver.


Muther, C. (1985). What Every Textbook Evaluator Should Know. Educational Leadership, 42(7), 4-8.


Nash, G. B., Crabtree, C. A., & Dunn, R. E. (1997). History on trial: culture wars and the teaching of the past (1st ed.). New York: A.A. Knopf: Distributed by Random House.


National Research Council (U.S.). Committee on How People Learn A Targeted Report for Teachers., Donovan, S., & Bransford, J. (2005). How students learn: history, mathematics, and science in the classroom. Washington, D.C.: National Academies Press.


Nelles, H. V. (1999). The Art of Nation-Building: Pageantry and Spectacle at Quebec's Tercentenary. Toronto: University of Toronto Press.


Nelson, R. S., & Olin, M. R. (2003). Monuments and memory, made and unmade. Chicago: University of Chicago Press.


Ng, R. (1993). Racism, sexism, and nation building in Canada. In C. McCarthy & W. Crichlow (Eds.), Race, Identity and Representation in Education (pp. 50-59). New York: Routledge.


Niethammer, L. (1992). Posthistoire: Has History Come to an End? (P. Camiller, Trans.). London, UK: Verso.


Nietz, J. (1961). Old Textbooks. Pittsburgh: University of Pittsburgh Press.


Nietzsche, F. (1997). On the uses and disadvantages of history for life (R. J. Hollingdale, Trans.). In D. Breazeale (Ed.), Untimely Meditations (pp. 59-123). Cambridge, UK: Cambridge University Press.


Nora, P. (1989). Les lieux de mémoire. Representations, 26, 7-25.


Nora, P. (1996). Realms of Memory: The Construction of the French Past. (A. Goldhammer, Trans.). New York: Columbia University Press.


Norkunas, M. K. (1993). The politics of public memory: tourism, history, and ethnicity in Monterey, California. Albany: State University of New York Press.


Norman, B. (1996). A Postmodern Endeavor: From History as Representation of 'the Past' to Historical Thinking. Journal of Curriculum Studies, 28(6), 713-723.


Northrup, D. A. (1994). Gender, Gender, Gender: The Impact of Interviewer's Gender on Respondent's Answers on Affirmative Action Questions. In M. Howlett & D. Laycock (Eds.), Puzzles of Power: Introductory Readings in Political Science (pp. 95-106). Toronto: Copp Clark Pitman.


Northrup, D. A., Ashley, M. J., & Ferrence, R. (1998). The Ontario ban on smoking on school property: Perceived impact on smoking. Canadian Journal of Public Health-Revue Canadienne De Sante Publique, 89(4), 224-228.


Novick, P. (1988). That Noble Dream: The "Objectivity Question" and the American Historical Profession. Cambridge: Cambridge University Press.


Novick, P. (1999). The Holocaust in American life. Boston: Houghton Mifflin.


Nuttall, S., & Coetzee, C. (Eds.). (1998). Negotiating the Past: The Making of Memory in South Africa. Oxford: Oxford University Press.


Oakeshott, M. J., & O'Sullivan, L. (2004). What is history?: and other essays. Exeter: Imprint Academic.


O'Brien, K. (2003). Language, monuments, and the politics of memory in Quebec and Ireland. Eire-Ireland, 38(1-2), 141-160.


Ogawa, M. (2001). Building Multiple Historical Perspectives: An Investigation of How Middle School Students Are Influenced By Different Perspectives. Social Studies/Social Science Education.


Olick, J. K. (1999). Collective memory: The two cultures. Sociological Theory, 17(3), 333-348.


Olick, J. K. (2003). States of memory: continuities, conflicts, and transformations in national retrospection. Durham: Duke University Press.


Olick, J. K., & Robbins, J. (1998). Social memory studies: From 'collective memory' to the historical sociology of mnemonic practices. Annual Review of Sociology, 24, 36.


Olson, D. R., & Torrance, N. (1996). The handbook of education and human development: new models of learning, teaching, and schooling. Cambridge, Mass., USA: Blackwell Publishers.


Orrill, R., & Shapiro, L. (2005). From bold beginnings to an uncertain future: The discipline of history and history education. American Historical Review, 110(3), 727-751.


Osborne, B. S. (2001, November 1-2). Landscapes, memory, monuments, and commemoration: Putting identity in its place [Draft]. Halifax, NS: Commissioned by the Department of Canadian Heritage for the Ethnocultural, Racial, Religious, and Linguistic Diversity and Identity Seminar.


Osborne, K. (1980). Hard-working, Temperate and Peaceable -- The Portrayal of Workers in Canadian History Textbooks. In A. Gregor & K. Wilson (Eds.), Monographs in Education. Winnipeg: University of Manitoba.


Osborne, K. (1988). Educating citizens: A democratic socialist agenda for Canadian education. Toronto: Our Schools/Our Selves Education Foundation.


Osborne, K. (1994). An Early Example of the Analysis of History Textbooks in Canada. Canadian Social Studies, 29(1), 21-25.


Osborne, K. (1998). Nationalism, citizenship and curriculum. In S. Repo (Ed.), Making Schools Matter: Good Teachers at Work (pp. 34-59). Toronto: J. Lorimer.


Osborne, K. (1998-99). Education for Citizenship. Education Canada, 38(4), 16-19.


Osborne, K. (1999). History in crisis or déjà vu all over again. Manitoba Social Science Teacher, 26(2), 3-9.


Osborne, K. (1999). Revisiting the History Classroom. The Beaver, 6-7.


Osborne, K. (2000). Is There a Crisis in History Teaching? Our Schools/Our Selves, 10(1), 92-110.


Osborne, K. (2000). 'Our history syllabus has us gasping': History in Canadian schools - past, present and future. The Canadian Historical Review, 81(3), 404-435.


Osborne, K. (2001). Review of: Knowing, Teaching, and Learning History. Canadian Historical Review, 82(3), 548-555.


Osborne, K. (2003). Teaching history in schools: a Canadian debate. Journal of Curriculum Studies, 35(5), 585-626.


Osborne, K., & Our Schools/Our Selves Education Foundation. (1995). In defence of history: teaching the past and the meaning of democratic citizenship. Toronto: Our Schools/Our Selves Education Foundation.


Osiel, M. (1997). Mass Atrocity, Collective Memory, and the Law. New Brunswick: Transaction Press.


Osler, A. (1994). Still Hidden From History? The Representation of Women in Recently Published History Textbooks. Oxford Review of Education, 20(2), 219-236.


Osler, A., & Starkey, H. (2003). Learning for cosmopolitan citizenship: theoretical debates and young people's experiences. Educational Review, 55(3), 243-254.


Overton, J., & Memorial University of Newfoundland. Institute of Social and Economic Research. (1996). Making a world of difference: essays on tourism, culture and development in Newfoundland. St. John's, Nfld.: Iser.


Palmer, B. (1990). Descent into Discourse: The Reification of Language and the Writing of Social History. Philadelphia: Temple University Press.


Palmer, J., Davis, J. C., & Smith, B. A. (1991). Why Was Peter Parley Popular? Lessons for Social Studies Textbook Authors. Journal of Social Studies Research, 15(1), 41-46.


Palmer, J. R. (1961). History Textbooks and Social Change. Social Education, XXV(3), 135-136.


Pannekoek, F. (2000). Who matters? Public history and the invention of the Canadian past. Acadiensis, 29(2), 205-217.


Pâok, A., Rèusen, J., Scherrer, J., Kèorber-Stiftung., & Wissenschaftszentrum Nordrhein-Westfalen. Kulturwissenschaftliches Institut Essen. (2002). European history: challenge for a common future: results of the project "European historical consciousness", a cooperation between the Kèorber-Stiftung and the Institute for Advanced Studies in the Humanities (KWI), Essen, under the direction of Jèorn Rèusen. Hamburg: Edition Kèorber-Stiftung.


Partington, G. (1980). The Idea of an Historical Education. Slough: NFER.


Partington, G. (1980). What history should we teach? Oxford Review of Education, 6(2), 157-176.


Paton, L., & Deverell, J. (Eds.). (1974). Prejudice in Social Studies Textbooks. Saskatoon: Modern Press.


Patton, W. E. (Ed.). (1980). Improving the Use of Social Studies Textbooks (Vol. 63). Washington: National Council for the Social Studies.


Peck, C. (2005, Winter). Special Issue: New Approaches to Teaching History. Canadian Social Studies, 39.


Peers, L. L., & Brown, A. K. (2003). Museums and source communities: a Routledge reader. London; New York: Routledge.


Pellens, K. (Ed.). (2001). Historical Consciousness and History Teaching in a Globalizing Society. Frankfurt: Peter Lang.


Peterson, N. J. (2001). Against amnesia: contemporary women writers and the crises of historical memory. Philadelphia: University of Pennsylvania Press.


Phillips, M. S. (2000). Society and Sentiment: Genres of Historical Writing in Britain. Princeton, NJ: Princeton University Press.


Phillips, R. (1998). Contesting the past, constructing the future: History, identity and politics in schools. British Journal of Educational Studies, 46(1), 40-53.


Phillips, R. (1998). History Teaching, Nationhood and the State: A Study in Educational Politics. London: Cassell.


Phillips, R. (2002). Historical significance - the forgotten 'key element'? Teaching History, 106, 14-19.


Phillips, R., Goalen, P., McCully, A. W., & Wood, S. (1999). Four histories, one nation? History teaching, nationhood and a British identity. Compare, 29(2), 153-169.


Phillips, R. B. (2001). Show times: De-celebrating the Canadian nation, decolonising the Canadian museum, 1967-1992. In D. McIntyre & K. Wehner (Eds.), Negotiating Histories (pp. 85-103). Canberra, Australia: National Museum of Australia.


Phillips, R. B. (2005). Re-placing objects: Historical practices for the second museum age. Canadian Historical Review, 86(1), 83-+.


Pierson, R. R. (1991). Experience, difference, dominance and voice in the writing of Canadian women's history. In K. Offen, R. R. Pierson & J. Rendall (Eds.), Writing Women's History: International Perspectives. London, UK & Bloomington: Macmillan & Indiana University Press.


Pinar, W. (1995). Understanding curriculum: an introduction to the study of historical and contemporary curriculum discourses. New York: P. Lang.


Pinar, W. (2003). International handbook of curriculum research. Mahwah, N.J.: L. Erlbaum Associates.


Pollock, D. (Ed.). (1998). Exceptional Spaces: Essays in Performance and History. Chapel Hill: University of North Carolina Press.


Pomper, P., Elphick, R. H., & Vann, R. T. (Eds.). (1998). World History: Ideologies, Structures, and Identities. Oxford, UK: Blackwell.


Portal, C. (1983). Empathy as an Aim for Curriculum: Lessons from History. Journal of Curriculum Studies, 15(3), 303-310.


Portal, C. (1987). The History curriculum for teachers. London; New York: Falmer Press.


Potvin, M. (1999). Second-generation Haitian youth in Quebec. Between the 'real' community and the 'represented'. Canadian Ethnic Studies, 30(1), 43-71.


Pratt, D. (1969). An Instrument for Measuring Evaluative Assetions Concerning Minority Groups and its Application in an Analysis of History Textbooks Approved for Ontario Schools. Unpublished Doctoral Dissertation, University Of Ontario, Toronto.


Pratt, D. (1971). Value Judgments in Textbooks: The Coefficient of Evaluation as a Quantitative Measure. Interchange, 2, 1-14.


Pratt, D. (1972). How to Find and Measure Bias in Textbooks. Englewood Cliffs, NJ: Educational Technology Publications, Inc.


Pratt, D. (1983). History in Schools: Reflections on Curriculum Priorities. In D. Johnson & C. Lacelle (Eds.), Historical Papers. Ottawa: The Canadian Historical Association.


Pratt, W. (1996). Our Past - Ourselves. Canadian Children's Literature, 83, 115-117.


Prentice, A., Bourne, P., Brandt, G. C., Light, B., Mitchinson, W., & Black, N. (1988). Canadian Women. A History. Toronto: Harcourt Brace Jovanovich.


Putnam, R. D. (2000). Bowling alone: the collapse and revival of American community. New York: Simon & Schuster.


Radstone, S. (Ed.). (2000). Memory and Methodology. Oxford, UK: Berg.


Ravitch, D., & Finn, C. E. (1987). What Do Our 17-Year-Olds Know? A Report on the First National Assessment of History and Literature. New York: Harper & Row.


Read, P. (1996). Returning to nothing: the meaning of lost places. Cambridge, UK ; New York, NY, USA: Cambridge University Press.


Reynolds, J. C. (1976). American Textbooks: The First 200 Years. Educational Leadership, 33, 274-276.


Reynolds, J. R. (1981). Textbooks: Guardians of Nationalism. Education, 102(1), 37-42.


Richardson, G. H. (2002). The death of the good Canadian: Teachers, national identities, and the social studies curriculum. New York: P. Lang.


Richardson, R. (1986). The Hidden Messages of Schoolbooks. Journal of Moral Education, 15(1), 26-42.


Richgels, D. J., & Tomlinson, C. M. (1993). Comparison of Elementary Students' History Textbooks and Trade Books. Journal of Educational Research, 86(3), 161-171.


Ricketts, S. (1996). Cultural Selection and National Identity, Establishing Historic Sites in a National Framework, 1920-1939. Public Historian, 18(3), 23-41.


Ricoeur, P. (1984). Time and Narrative (K. M. D. Pellauer, Trans.). Chicago: University of Chicago Press.


Ricoeur, P. (2004). Memory, history, forgetting. Chicago: University of Chicago Press.


Rider, P. E., & Canadian Museum of Civilization. (1994). Studies in history & museums. Hull, Quebec: Canadian Museum of Civlization.


Rigney, A. (2005). Plenitude, scarcity and the circulation of cultural memory. Journal of European Studies, 35(1), 11-28.


Roberts, P. (2004). Monuments and memory: History and representation in Lowell, Massachusetts. Public Historian, 26(2), 84-86.


Rogers, M. J. (1991). The Content of Recent Elementary School Social Studies Texts. Paper presented at the NCSS Conference, Washington.


Rogers, V. (1989). School Texts: The Outlook of Teachers. The Education Digest, LIV(5), 24-26.


Romanowski, M. H. (1995). American History by the Book: Teachers Using Textbooks. Social Studies/Social Science Education, 35.


Rorlich, A.-A. (1999). History, collective memory and identity: The Tartars of sovereign Tatarstan. Communist & Post-Communist Studies, 32(4), 16.


Rosen, P. (2001). Change Mummified: Cinema, Historicity, Theory. Minneapolis: University of Minnesota Press.


Rosenfeld, G. D. (2000). Munich and memory: architecture, monuments, and the legacy of the Third Reich. Berkeley: University of California Press.


Rosenstone, R. A. (1995). Visions of the past: the challenge of film to our idea of history. Cambridge, Mass.: Harvard University Press.


Rosenzweig, R., & Thelen, D. (1998). Presence of the Past: Popular Uses of History in American Life. New York: Columbia University Press.


Ross, D. (1995). Grand narrative in American historical writing: from romance to uncertainty. American Historical Review, 100(3), 651-677.


Roth, M. S. (1995). The ironist's cage: memory, trauma, and the construction of history. New York: Columbia University Press.


Roth, M. S., & Salas, C. G. (2001). Disturbing remains: memory, history, and crisis in the twentieth century. Los Angeles: Getty Research Institute.


Roudometof, V. (2002). Collective memory, national identity, and ethnic conflict: Greece, Bulgaria, and the Macedonian question. Westport, Conn.: Praeger.


Rousso, H. (1991). The Vichy syndrome: history and memory in France since 1944. Cambridge, Mass.: Harvard University Press.


Rubin, D. C. (1996). Remembering our past: studies in autobiographical memory. Cambridge; New York: Cambridge University Press.


Ruby, J. (2001). Picturing Culture: Explorations of Film and Anthropology. Chicago: University of Chicago Press.


Rudin, R. (2003). Founding fathers: the celebration of Champlain and Laval in the streets of Quebec, 1878-1908. Toronto: University of Toronto Press.


Rudin, R. (2004). The Champlain-De-Monts tercentenary: Voices from Nova Scotia, New Brunswick and Maine, June 1904. Acadiensis, 33(2), 3-26.


Rüsen, J. (1989). The development of narrative competence in historical learning - An ontogenetic hypothesis concerning moral consciousness. History and Memory: Studies in Representation of the Past, 1(2), 35-59.


Rüsen, J. (1993). Studies in Metahistory. Pretoria, South Africa: Human Sciences Research Council.


Rüsen, J. (2001). Geschichtsbewusstsein: psychologische Grundlagen, Entwicklungskonzepte, empirische Befunde. Kèoln: Bèohlau.


Rüsen, J. (Ed.). (2002). Western Historical Thinking: An Intercultural Debate. New York: Bergahn Books.


Rüsen, J. (2003). Kann gestern besser werden?: Essays zum Bedenken der Geschichte. Berlin: Kadmos.


Rüsen, J. (2004). Historical consciousness: Narrative structure, moral function, and ontologentic development. In P. C. Seixas (Ed.), Theorizing historical consciousness (pp. 63-85). Toronto: University of Toronto Press.


Rüsen, J. (2005). History: narration, interpretation, orientation. New York: Berghahn Books.


Rüsen, J., & Straub, J. (1998). Die dunkle Spur der Vergangenheit: psychoanalytische Zugèange zum Geschichtsbewusstsein: Erinnerung, Geschichte, Identitèat 2 (1. Aufl. ed.). Frankfurt am Main: Suhrkamp.


Rüsen, J., & Universitèat Bielefeld. Forschungsgruppe Historische Sinnbildung. (2002). Western historical thinking: an intercultural debate. New York: Berghahn Books.


Said, E. W. (1993). Culture and imperialism (1st ed.). New York: Knopf: Distributed by Random House.


Said, E. W. (2003). Orientalism. London: Penguin.


Salinger, M., & Wilson, D. C. (1990). Portrayal of Canada in American Textbooks. Durham, NC: Duke University.


Samuda, R. J., Berry, J. W., & Laferriáere, M. (1984). Multiculturalism in Canada: social and educational perspectives. Toronto; Boston: Allyn and Bacon.


Samuel, R. (1994). Theatres of Memory. London, UK: Verso.


Samuel, R., & Thompson, P. (Eds.). (1990). The Myths We Live By. London, UK: Routledge.


Sanders, T. (1999). Collective-memory lane. Village Voice, 44(48), 8.


Sandwell, R. (2003). The limits of liberalism: The liberal reconnaissance and the history of the family in Canada. Canadian Historical Review, 84(3), 423-450.


Schachter, D. (Ed.). (1995). Memory Distortion: How Minds, Brains, and Societies Reconstruct the Past. Cambridge, Mass.: Harvard University Press.


Schachter, D. (1996). Searching for Memory: The Brain, the Mind and the Past. New York: Basic Books.


Schama, S. (1991). Dead certainties: unwarranted speculations (1st ed.). New York: Knopf.


Schama, S. (1995). Landscape and memory (1st ed.). New York: A.A. Knopf: Distributed by Random House.


Schissler, H., & Soysal, Y. N. (2005). The nation, Europe, and the world: Textbooks and curricula in transition. New York: Berghahn Books.


Schivelbusch, W. (1986). The railway journey: The industrialization of time and space in the 19th century. Berkeley, Calif.: University of California Press.


Schivelbusch, W. (2003). The culture of defeat: On national trauma, mourning, and recovery (1st American ed.). New York: Metropolitan Books.


Schlereth, T. J. (1990). Cultural history and material culture: everyday life, landscapes, museums. Ann Arbor, Mich.: UMI Research Press.


Schlesinger, A., Jr. (1992). The Disuniting of America. New York: Norton.


Schmidt-Glintzer, H., Mittag, A., & Rüsen, J. (2005). Historical truth, historical criticism and ideology: Chinese historiography and historical culture from a new comparative perspective. Leiden: Brill.


Schorske, C. E. (1998). Thinking with History: Explorations in the Passage to Modernism. Princeton, NJ: Princeton University Press.


Schrag, P. (1965). Voices in the classroom; public schools and public attitudes. Boston: Beacon.


Schudson, M. (1992). Watergate in American memory: how we remember, forget, and reconstruct the past. New York: BasicBooks.


Schug, M. C., Western, R. D., & Enochs, L. G. (1997). Why do Social Studies Teachers Use Textbooks? The Answer May Lie in Economic Theory. Social Education, 61(2), 97-101.


Schultz, J. A. (1990). Writing about Canada: a handbook for modern Canadian history. Scarborough, Ont.: Prentice-Hall Canada.


Schuman, H., & Presser, S. (1981). Questions and Answers in Survey Research: Experiments on Question Form, Wording and Content. Orlando: Academic Press.


Schwartz, M. A. (1974). Politics and territory: the sociology of regional persistence in Canada. Montreal: McGill-Queen's University Press.


Scott, J. W. (1974). Glassworkers of Carmaux: French Craftsmen and Political Action in a 19th-Century City. Cambridge, MA: Harvard University Press.


Scott, J. W. (1988). Gender and the Politics of History. New York: Columbia University Press.


Searle, J. (1983). Intentionality: An Essay in the Philosophy of Mind. Cambridge, UK: Cambridge University Press.


Sears, A., & Wright, I. (2004). Challenges & prospects for Canadian social studies. Vancouver, BC: Pacific Educational Press.


Seixas, P. (1993). The community of inquiry as a basis for knowledge and learning: The case of history. American Educational Research Journal, 30(2), 305-324.


Seixas, P. (1993). Historical understanding among adolescents in a multicultural setting. Curriculum Inquiry, 23(3), 301-325.


Seixas, P. (1993). Parallel crises: History and the social studies curriculum in the USA. Journal of Curriculum Studies, 25(3), 235-250.


Seixas, P. (1993). Popular film and young people's understanding of the history of Native American-white relations. The History Teacher, 26(3), 351-370.


Seixas, P. (1994). Confronting the moral frames of popular film: Young people respond to historical revisionism. American Journal of Education, 102(3), 261-285.


Seixas, P. (1994). A discipline adrift in an 'integrated' curriculum: History in British Columbia schools. Canadian Journal of Education, 19(1), 99-107.


Seixas, P. (1994). Pre-service teachers assess students' prior historical understanding. The Social Studies, 85(2), 91-94.


Seixas, P. (1994). Students' understanding of historical significance. Theory and Research in Social Education, 22(3), 281-304.


Seixas, P. (1994). When psychologists discuss historical thinking: A historian's perspective. Educational Psychologist, 29(2), 107-109.


Seixas, P. (1996). Our place in the 'cottage industry' of collective memory. Theory and Research in Social Education, 24(4), 406-415.


Seixas, P. (1997). Mapping the terrain of historical significance. Social Education, 61(1), 22-27.


Seixas, P. (1998). Forces for change in the teaching and learning of history: Introduction. Canadian Social Studies, 32(2), 44-68.


Seixas, P. (1998). Student teachers thinking historically. Theory and Research in Social Education, 26(3), 310-341.


Seixas, P. (1999). Beyond content and pedagogy: In search of a way to talk about history education. Journal of Curriculum Studies, 31(3), 317-337.


Seixas, P. (1999). Negotiating past and present: A review of new materials for teaching Canadian history in the schools. Canadian Historical Review, 80(4), 687-698.


Seixas, P. (2001). Review of research on social studies. In V. Richardson (Ed.), Handbook of research on teaching, 4th Edition (pp. 545-565). Washington, D.C.: American Educational Research Association.


Seixas, P. (2002). Heavy baggage en route to Winnipeg: A review essay. Canadian Historical Review, 83(3), 390-414.


Seixas, P., & Clark, P. (2004). Murals as monuments: Students' ideas about depictions of civilization in British Columbia. American Journal of Education, 110(2), 146-171.


Seixas, P. C. (1996). Conceptualizing the growth of historical understanding. In D. R. Olson & N. Torrance (Eds.), Handbook of education and human development: New models of learning, teaching, and schooling (pp. 765-783). Oxford, UK: Blackwell.


Seixas, P. C. (2004). Theorizing historical consciousness. Toronto: University of Toronto Press.


Sewall, G. T. (1988). American History Textbooks: Where Do We Go From Here? Phi Delta Kappan, 69(8), 553-558.


Sewall, G. T. (1988). Literary Lackluster: The Unhappy State of American History Textbooks. American Educator, 12, 32-37.


Sewall, G. T. (2000). History Textbooks at the New Century: A Report of the American Textbook Council. New York: American Textbook Council.


Shachter, D. (1996). Searching for Memory: The Brain, the Mind and the Past. New York: Basic Books.


Shackel, P. A. (2001). Myth, memory, and the making of the American landscape. Gainesville, FL: University Press of Florida.


Shaver, J. P. (1979). Political and Economic Socialization in Elementary School Social Studies Textbooks: A Reaction. Theory and Research in Social Education, VII(1).


Shaver, J. P., & Studies, N. C. f. t. S. (1991). Handbook of research on social studies teaching and learning. New York; Toronto: Macmillan; Collier Macmillan; Macmillan International.


Sheehan, N. M., Wilson, J. D., & Jones, D. C. (1986). Schools in the West: Essays in Canadian educational history. Calgary: Detselig Enterprises.


Shemilt, D. (1980). History 13-16: Evaluation Study. Edinburgh: Holmes McDougall.


Shemilt, D. (1983). The Devil's locomotive. History and Theory, 22(4), 1-18.


Shen, J. (1994). Ideological Management in Textbooks: A Study of the Changing Image of the United States in China's Geography Textbooks. Theory and Research in Social Education, XXII(2), 194-214.


Silva, B. D. (1986). Better Textbooks: Dim Outlook Ahead. Curriculum Review, 26, 8-11.


Silverman, L. (1993). A Bibliography On History-Making. Washington, DC: American Association of Museums.


Simon, R. I. (2005). The Touch of the Past: Remembrance, Learning and Ethics. New York: Palgrave MacMillian.


Simon, R. I., Rosenberg, S., & Eppert, C. (2000). Between hope and despair: pedagogy and the representation of historical trauma. Lanham, Md.: Rowman & Littlefield Publishers.


Sirken, M. G. (1999). Cognition and survey research. New York: John Wiley & Sons.


Smith, A. (1990). Canadian history and cultural history: Thoughts and notes on a new departure. History and Social Science Teacher, 25(2), 125-129.


Smith, A. (2004). Organizing Ideas and How They Work: the National-International Binary, the Rise of Transnationalism, and the Imagining of the Canadian Community. In D.-C. Bélanger, S. Coupal & M. Ducharme (Eds.), Les idées en mouvement: perspectives en histoire intellectuelle et culturelle du Canada. Québec: Les Presses de l'Université Laval.


Smith, H. L. (1992). A prize-winning book revisited. Women historians and women's history: A conflation of absence. Journal of Women's History, 4(1).


Sobchack, V. (Ed.). (1996). The Persistence of History: Cinema, Television, and the Modern Event. New York & London, UK: Routledge.


Sobel, M. (1987). The world they made together: Black and white values in eighteenth-century Virginia. Princeton, N.J.: Princeton University Press.


Society, A. (1976). Asia in American textbooks: an evaluation based on a study conducted by the Asia Society with support from the Ford Foundation. New York: Asia Society.


Southgate, B. (1996). History: What and Why? Ancient, Modern, and Postmodern Perspectives. New York & London, UK: Routledge.


Spiegel, G. M. (1997). The Past as Text: The Theory and Practice of Medieval Historiography. Baltimore & London, UK: John Hopkins University Press.


Spiegel, G. M. (2002). Memory and history: Liturgical time and historical time. History and Theory, 41(2), 149-162.


Spillman, L. P. (1997). Nation and commemoration: creating national identities in the United States and Australia. Cambridge [England] ; New York: Cambridge University Press.


Spring, J. (1992). Images of American Life: A History of Ideological Management in Schools, Movies, Radio, and Television. In S. Serites (Ed.), Education and Culture: Critical Factors in the Formation of Character and Community in American Life. Albany: State University of New York Press.


Stanford, M. (1986). The Nature of Historical Knowledge. Oxford, UK: Blackwell.


Stanford, M. (1994). A Companion to the Study of History. Oxford, UK: Blackwell.


Stanley, T. J. (2000). Why I killed Canadian history: Towards an anti-racist history in Canada. Histoire Sociale-Social History, 33(65), 79-103.


Stanley, W. B. (1984). Approaches to Teaching Concepts and Conceptualizing: An Analysis of Studies Methods Textbooks. Theory and Research in Social Education, XI(4), 1-14.


Starowicz, M. (2003). Making History: The Remarkable Story Behind Canada a People's History. Toronto: McClelland and Stewart.


Stearns, P. N. (1993). Meaning Over Memory: Recasting the Teaching of Culture and History. Chapel Hill: University of North Carolina Press.


Stearns, P. N., Seixas, P. C., & Wineburg, S. S. (2000). Knowing, teaching, and learning history: national and international perspectives. New York: New York University Press.


Stein, H. F. (1983). Historical Understanding as Sense of History - a Psychoanalytic Inquiry. Psychoanalytic Review, 70(4), 595-619.


Stephenson, G., Kniveton, B., & Wagner, W. (1991). Social influences on remembering: Intellectual, interpersonal, and intergroup components. European Journal of Social Psychology, 21, 463-475.


Stetson, E. G., & Williams, R. P. (1992). Learning from Social Studies Textbooks: Why Some Students Succeed and Others Fail. Journal of Reading, 36(1), 22-30.


Stille, A. (1998). The betrayal of history. New York Review of Books, 45(10), 15-20.


Stone, D. (2004). The historiography of the Holocaust. New York: Palgrave Macmillan.


Stone, L. (Ed.). (1976). Schooling and Society. Studies in the History of Education. Baltimore: The Johns Hopkins University Press.


Straub, J. (1998). Erzèahlung, Identitèat und historisches Bewusstsein: die psychologische Konstruktion von Zeit und Geschichte, Identitèat 1 (1. Aufl. ed.). Frankfurt am Main: Suhrkamp.


Straub, J. (Ed.). (2005). Narrative, identity and historical consciousness: On the psychological construction of time and history. London, Cambridge: Berghahn Books.


Strauss, A. L., & Corbin, J. M. (1998). Basics of qualitative research: techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks: Sage Publications.


Stray, C. (1994). Paradigms Regained: Towards a Historical Sociology of the Textbook. Journal of Curriculum Studies, 26(1), 1-29.


Strong-Boag, V. (1988). The New Day Recalled. Lives of Girls and Women in English Canada, 1919-1939. Markham, Ontario: Penguin Books.


Strong-Boag, V. (1996). Claiming a place in the nation: citizenship education and the challenge of feminists, natives, and workers in post-Confederation Canada. Canadian and International Education, 25(2), 128-145.


Strong-Boag, V. (1998). No longer dull: The feminist renewal of Canadian history. Canadian Social Studies, 32(2).


Strong-Boag, V., & Fellman, A. C. (1991). Rethinking Canada: The Promise of Women's History. Toronto: Copp Clark Pitman.


Strong-Boag, V., & Gerson, C. (Eds.). (2000). Paddling Her Own Canoe: The Times and Texts of E. Pauline Johnson (Tekahionwake). Toronto: University of Toronto Press.


Strong-Boag, V. J. (1998). Painting the maple: essays on race, gender, and the construction of Canada. Vancouver: UBC Press.


Sudman, S., Bradburn, N. M., & Schwarz, N. (1996). Thinking About Answers: The Application of Cognitive Process to Survey Methodology. San Francisco: Jossey-Bass.


Sugiman, P. (2004). Passing time, moving memories: Interpreting wartime narratives of Japanese Canadian women.Histoire Sociale-Social History, 37(73), 51-79.


Summerhill, S. J., & Williams, J. A. (2000). Sinking Columbus: contested history, cultural politics, and mythmaking during the quincentenary. Gainesville: University Press of Florida.


Sutherland, N. (1997). Growing Up. Childhood in English Canada From the Great War to the Age of Television. Toronto: University of Toronto Press.


Sweet, W. (2004). The philosophy of history: a re-examination. Aldershot, Hants, England ; Burlington, VT: Ashgate.


Sykes, R. C., Ito, K., Fitzpatrick, A. R., & Ercikan, K. (1997). Technical issues in large-scale performance assessment. Journal of Educational Measurement, 34(4), 377-382.


Symons, T. H. B., Royal Society of Canada., & Historic Sites and Monuments Board of Canada. (1996). The place of history: commemorating Canada's past: proceedings of the national symposium held on the occasion of the 75th anniversary of the Historic Sites and Monuments Board of Canada. Ottawa: Royal Society of Canada = Sociâetâe royale du Canada.


Sztompka, P. (Ed.). (1994). Agency and Structure: Reorienting Social Theory. Yverdon, Switzerland: Gordon & Breach.


Talmage, H. (1972). The Textbook as Arbiter of Curriculum and Instruction. The Elementary School Journal, 20-25.


Tanaka, S. (1994). History -- Consuming pasts. Journal of Narrative and Life History, 4, 257-275.


Tapp, E. J. (1970). Conceptual Problems in Historical Understanding. Australian Journal of Education, 14(2), 188-196.


Taras, D. (1995). The struggle over The Valour and the Horror: Media power and the portrayal of war. Canadian Journal of Political Science, 28(4), 725-750.


Task Force on Museums and First Peoples (Canada), Assembly of First Nations., & Canadian Museums Association. (1994). Turning the page: forging new partnerships between museums and First Peoples = Tourner la page: forger de nouveaux partenariats entre les musees et les Premieres Nations (3rd ed.). Ottawa: [Assembly of First Nations and Canadian Museums Association].


Taylor, C. (1985). Human Agency and Language. Cambridge, UK: Cambridge University Press.


Taylor, C. (1989). Sources of the Self: the Making of Modern Identity. Cambridge, MA: Harvard University Press.


Taylor, C. (1991). The Malaise of Modernity. Toronto: Anansi.


Taylor, C., & Gutmann, A. (1994). Multiculturalism: examining the politics of recognition. Princeton, N.J.: Princeton University Press.


Taylor, C., & Laforest, G. (1993). Reconciling the solitudes: essays on Canadian federalism and nationalism. Montreal: McGill-Queen's University Press.


Taylor, C. J. (1990). Negotiating the past: the making of Canada's national historic parks and sites. Montreal: McGill-Queen's University Press.


Taylor, T. (2000). The Future of the Past: The Final Report of the National Inquiry into School History. Churchill, Australia: Monash University.


Taylor, T. (2004). Disputed territory: The politics of historical consciousness in Australia. In P. C. Seixas (Ed.), Theorizing historical consciousness (pp. 217-239). Toronto: University of Toronto Press.


Tepper, L. H. (Ed.). (1989). Toward the 21st Century: New Directions for Canadas National Museums. Hull, Quebec: Canadian Museum of Civilization.


Terdiman, R. (1993). Present past: modernity and the memory crisis. [Ithaca, N.Y.]: Cornell University Press.


Terzian, S. G., & Yeager, E. A. (in progress). "That's when we became a nation": Urban Latino adolescents and the designation of historical significance.


Tetreault, M. K. T. (1984). Notable American Women: The Case of United States History Textbooks. Social Education, 546-550.


Tetreault, M. K. T. (1986). Integrating Women's History: The Case of United States History High School Textbooks. The History Teacher, 19(Fall), 211-262.


The American Council on Education, T. C.-U. S. C. o. E. (1947). A Study of National History Textbooks Used in the Schools of Canada and the United States. Canadian Education, II(June), 1-91.


Thelen, D. (1994). The movie maker as historian: Conversations with Ken Burns. Journal of American History, 1031-1050.


Thelen, D. (1995). History after the Enola-Gay Controversy - an Introduction. Journal of American History, 82(3), 1029-1035.


Thomas, C. (1995). Historical truth: An interview with Ken Burns. American Historical Review, 100(3), 741-764.


Thompson, E. P. (1966). The making of the English working class. New York: Vintage Books.


Tippett, M. (1990). Making culture: English-Canadian institutions and the arts before the Massey Commission. Toronto: University of Toronto Press.


Todorov, T. (1995). The Morals of History (A. Waters, Trans.). Minneapolis: University of Minnesota Press.


Tomkins, G. S. (1986). A Common Countenance: Stability and Change in the Canadian Curriculum. Scarborough, ON: Prentice-Hall Canada Inc.


Tonkin, E. (1992). Narrating our pasts: The social construction of oral history. Cambridge ; New York: Cambridge University Press.


Toplin, R. B. (Ed.). (1993). Hollywood as mirror: Changing views of "outsiders" and "enemies" in American movies. Westport, Conn.: Greenwood Press.


Toplin, R. B. (1996). History by Hollywood: The use and abuse of the American past. Urbana: University of Illinois Press.


Toplin, R. B. (1996). Ken Burns's The Civil War as an interpretation of history. In R. B. Toplin (Ed.), Ken Burns's The Civil War (pp. 17-36). New York: Oxford University Press.


Toplin, R. B. (2000). Oliver Stone's USA: Film, history, and controversy. Lawrence: University Press of Kansas.


Toplin, R. B. (2002). Reel history: In defense of Hollywood. Lawrence: University Press of Kansas.


Torpey, J. (2001). "Making whole what has been smashed": Reflections on reparations. Journal of Modern History, 73(2), 333-358.


Torpey, J. C. (2003). Politics and the past: On repairing historical injustices. Lanham, Md.: Rowman & Littlefield.


Triandafyllidou, A. (2003). Film and nationalism. Ethnic and Racial Studies, 26(1), 181-182.


Triandafyllidou, A., & Kosic, A. (2004). Identity and diversity: Beyond post-modern and multicultural approaches. International Journal of Psychology, 39(5-6), 477-477.


Triandafyllidou, A., & Wodak, R. (2003). Conceptual and methodological questions in the study of collective identities. Journal of Language and Politics, 2(2), 205-223.


Trouillot, M.-R. (1995). Silencing the past: Power and the production of history. Boston, Mass.: Beacon Press.


Trudel, M., & Jain, G. (1970). Canadian history in textbooks: A comparative study. Ottawa: Queen's Printer.


Tulviste, P. (1994). History taught at school versus history discovered at home: The case of Estonia. European Journal of the Psychology of Education, 9, 121-126.


Tulviste, P., & Wertsch, J. V. (1994). Official and unofficial histories: The case of Estonia. Journal of Narrative and Life History, 4, 311-329.


Tunnell, M. O., & Ammon, R. (1993). The Story of ourselves: Teaching history through children's literature. Portsmouth, N.H.: Heinemann.


Tupper, J. (2005). We interrupt this moment: Education and the teaching of history. Canadian Social Studies, 39(2), Accessed on May 16, 2005 from: http://www.quasar.ualberta.ca/css/Css_2039_2002/ARTupper_interrupt_moment.htm.


Tyson, H., & Woodward, A. (1989). Why students aren't learning very much from textbooks. Educational Leadership, 47(3), 14-17.


Ulrich, L. (1990). A midwife's tale: The life of Martha Ballard, based on her diary, 1785-1812 (1st ed.). New York: Knopf : Distributed by Random House.


Van Brummelen, H. (1991). The world portrayed in texts: An analysis of the content of elementary school textbooks. Journal of Educational Thought/Revue de la Pensee Educative, 25(3), 202-221.


van der Leeuw-Roord, J. (Ed.). (1998). The state of history education in Europe. Hamburg: Korber-Stiftung.


Vance, J. F. (2005). Documents in stone and bronze: Monuments and memorials as historical documents. In J. Keshen, S. Perrier & C. Gaffield (Eds.), Building new bridges / Bâtir de nouveau ponts: Sources, methods, and interdisciplinarity / Sources, méthodes et interdisciplinarité. Toronto: University of Toronto Press.


Vance, J. F. W. (1997). Death so noble: Memory, meaning, and the First World War. Vancouver: UBC Press.


VanLeeuwen, T., & Selander, S. (1995). Picturing "our" heritage in the pedagogic text: Layout and illustrations in an Australian and a Swedish history textbook. Journal of Curriculum Studies, 27(5).


VanSledright, B. (2002). Confronting history's interpretive paradox while teaching fifth graders to investigate the past. American Educational Research Journal, 39(4), 1089-1115.


VanSledright, B. (2002). Fifth graders investigating history in the classroom: Results from a researcher-practitioner design experiment. Elementary School Journal, 103(2), 131-160.


VanSledright, B. (2002). In search of America's past: Learning to read history in elementary school. New York: Teachers College Press.


VanSledright, B., & Brophy, J. (1992). Storytelling, imagination and fanciful elaboration in children's historical reconstructions. American Educational Research Journal, 29(4), 837-860.


VanSledright, B., & Frankes, L. (2000). Concept - and strategic-knowledge development in historical study: A comparative exploration in two fourth-grade classrooms. Cognition and Instruction, 18(2), 239-283.


VanSledright, B. A. (1997). And Santayana lives on: Students' views on the purposes for studying American history. Journal of Curriculum Studies, 29(5), 529-557.


VanSledright, B. A. (1998). On the importance of historical positionality to thinking about and teaching history. International Journal of Social Education, 12(2), 1-18.


Veeser, H. (1989). The New historicism. New York: Routledge.


Vidal, G. (1992). Screening history. Cambridge, Mass.: Harvard University Press.


Vitz, P. C. (1986). Censorship: Evidence of bias in our children's textbooks. Ann Arbor, Mich.: Servant Books.


Von Leyden, W. V. (1984). Categories of historical understanding. History and Theory, 23(3), 53-77.


Voss, J. F. (1997). Explanation and understanding in learning history. International Journal of Educational Research, 27(3), 185-265.


Voss, J. F., & Carretero, M. (1998). Learning and reasoning in history. London; Portland, OR: Woburn Press.


Voss, J. F., & Wiley, J. (1997). Conceptual understanding in history. European Journal of Psychology of Education, 12(2), 147-158.


Wade, R. (1993). Content analysis of social studies textbooks: A review of ten years of research. Theory and Research in Social Education, XXI(Summer), 232-256.


Walkowitz, D. J., & Knauer, L. M. (2004). Memory and the impact of political transformation in public space. Durham, [N.C.]: Duke University Press.


Wallace, M. (1996). Mickey Mouse history and other essays on American memory. Philadelphia: Temple University Press.


Wardhaugh, R. A. (2001). Toward defining the prairies: Region, culture and history. Winnipeg: University of Manitoba Press.


Weil, S. E. (2002). Making museums matter. Washington, D.C.: Smithsonian Institution Press.


Weinert, S. R. (1986). Young children's historical understanding. Unpublished MA, University of British Columbia, Vancouver.


Werner, W. (1980). Whose culture? Whose heritage?: Ethnicity within Canadian social studies curricula. Vancouver, B.C.: Centre for the Study of Curriculum and Instruction Faculty of Education University of British Columbia.


Werner, W. (2002). Reading visual texts. Theory and Research in Social Education, 30(3), 401-428.


Wertsch, J. V. (2002). Voices of collective remembering. Cambridge, U.K.; New York: Cambridge University Press.


White, H. (1980). The value of narrativity in the representation of reality. Critical Inquiry, 7(1), 5-27.


White, H. V. (1973). Metahistory: The historical imagination in nineteenth-century Europe. Baltimore,: J. Hopkins University Press.


White, H. V. (1978). Tropics of discourse: Essays in cultural criticism. Baltimore: Johns Hopkins University Press.


White, H. V. (1987). The content of the form: Narrative discourse and historical representation. Baltimore: John Hopkins University Press.


White, J. J. (1988). Searching for substantial knowledge in social studies texts. Theory and Research in Social Education, XVI(2), 115-140.


Wicken, W. C. (2002). Mi'kmaq treaties on trial: History, land and Donald Marshall Junior. Toronto: University of Toronto Press.


Willinsky, J. (1998). After 1492 -1992: A post colonial supplement for the Canadian curriculum. In S. Repo (Ed.), Making schools matter: Good teachers at work (pp. 60-80). Toronto: J. Lorimer.


Willinsky, J. (1998). Learning to divide the world: Education at empire's end. Minneapolis: University of Minnesota Press.


Wills, J. S. (1994). Popular culture, curriculum, and historical representation: The situation of Native Americans in American History and the Perpetuation of Stereotypes. Journal of Narrative and Life History, 4, 277-294.


Wilson, J. D., & Jones, D. C. (1980). Schooling and society in twentieth century British Columbia. Calgary: Detselig Enterprises.


Wilson, R. D. (1966). An inquiry into the interpretation of Canadian history in the elementary and secondary school textbooks of English and French Canada. Unpublished Master's, McGill University.


Wilson, S. M. (2001). Research on history teaching. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 524-544). Washington, D.C.: American Educational Research Association.


Wilson, S. M., & Wineburg, S. S. (1988). Peering at history through different lenses: The role of disciplinary perspectives in teaching history. Teachers' College Record, 89(4), 525-539.


Wilson, S. M., & Wineburg, S. S. (1993). Wrinkles in time and place: Using performance assessments to understand the knowledge of history teachers. American Educational Research Journal, 30(4), 729-771.


Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83(1), 73-87.


Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28(3), 495-519.


Wineburg, S. S. (1996). The psychology of learning and teaching history. In D. C. Berliner & R. Calfee (Eds.), The Handbook of Educational Psychology. New York: Macmillan.


Wineburg, S. S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University Press.


Wineburg, S. S., & Wilson, S. M. (1991). Subject-matter knowledge in the teaching of history. In J. E. Brophy (Ed.), Advances in research on teaching (Vol. 2, pp. 305-347). Greenwich, CN: JAI Press.


Winter, J. M., & Sivan, E. (1999). War and remembrance in the twentieth century. Cambridge, United Kingdom; New York: Cambridge University Press.


Wiske, M. S. (1998). Teaching for understanding: Linking research with practice (1st ed.). San Francisco: Jossey-Bass Publishers.


Woodward, A. (1987). Textbooks: Less than meets the eye. Journal of Curriculum Studies, 19(6), 511-526.


Wynn, G. (1990). People, places, patterns, processes: Geographical perspectives on the Canadian past. Mississauga, Ont.: Copp Clark Pitman.


Wynn, G. (1998). Remaking the land God gave to Cain: A brief environmental history of Canada. London: Canadian High Commission.


Yeager, E. A., & Davis Jr., O. L. (1995). Between campus and classroom: Secondary student-teachers' thinking about historical texts. Journal of Research and Development in Education, 29(1).


Yeager, E. A., Foster, S. J., & Greer, J. (2002). How eighth graders in England and the United States view historical significance. Elementary School Journal, 103(2), 199-219.


Yeager, E. A., Foster, S. J., Maley, S. D., Anderson, T., & Morris III, J. W. (1998). Why people in the past acted as they did: An exploratory study in historical empathy. International Journal of Social Education, 13(1), 8-24.


Yerushalmi, Y. H. (1982). Zakhor, Jewish history and Jewish memory. Seattle: University of Washington Press.


Young, J. E. (1993). The texture of memory: Holocaust memorials and meaning. New Haven: Yale University Press.


Young, J. E. (2000). At memory's edge: After-images of the holocaust in contemporary art and architecture. New Haven: Yale University Press.


Young, R. (2004). White mythologies: Writing history and the west (2nd ed.). London ; New York: Routledge.


Zahorik, J. A. (1991). Teaching styles and textbooks. Teaching & Teacher Education, 7(2), 185-196.


Zarnowski, M. (1998). Coming out from under the spell of stories: Critiquing historical narratives. The New Advocate, 11(4), 345-355.


Zelizer, B. (1995). Reading the past against the grain: The shape of memory studies. Critical Studies in Mass Communication, 12, 214-239.


Zemon-Davis, N. (2000). Slaves on screen: Film and historical vision. Cambridge, MA: Harvard.


Zerubavel, E. (2003). Time maps: Collective memory and the social shape of the past. Chicago: University of Chicago Press.


Zerubavel, Y. (1994). The death of memory and the memory of death. Representations, 45, 72-99.


Zimmerman, J. (2002). Whose America?: Culture wars in the public schools. Cambridge, Mass.: Harvard University Press.