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History has never been as present in our daily lives as it is today.
Through any number of media outlets, tens of millions of people are in daily contact with historical discourses and practices. Between games, informational articles, social media posts and other sources, history is everywhere--in Civilization VI, live-action role-playing games, The Berlin Trilogy, Game of Thrones, and the works of Tolkien or Satrapi. This rise in popularity of history, along with an unprecedented access to social platforms, provide opposing and irreconcilable views of what should be commemorated (or debunked), of decolonization and reconciliation, and of other historical and social justice questions such as the elimination of police brutality and racism. How can we help our youth develop the critical thinking they need to address these questions? Reflecting on the use of works of non-academic history in the classroom, the authors of this book explore the use of popular or public history in the classroom to teach historical thinking that will enable students to become informed and engaged citizens.Julien Bazile (Contributor) Julien Bazile holds a PhD in Information and Communication Sciences from the University of Lorraine within the CREM (Centre de Recherche sur les Médiations). He also holds a PhD in History from the University of Sherbrooke (QC, Canada). His doctoral research project focused on the narration of history in video games, particularly within the action-adventure game Assassin's Creed (Ubisoft, 2007). This research aims to shed light on the logics at work in the creation of historical video games and the issues related to this creative process. A graduate in contemporary history from the University of Lorraine, he seeks to inscribe his work in an interdisciplinary logic, to question the process of creation of these historical games with regard to the duty of rigourous historical research, the limitations due to the game's medium, and the economic, cultural and commercial imperatives linked to the functioning of the video game industry. Finally, it is a question of observing what the historical discourse represents from a historiographical point of view, in order to see how the video game can be considered a writing medium that works on our relationship to history.Etienne Anheim (Contributor) Born in 1973, former student of the ENS Fontenay/St-Cloud (1993-1998), agrégé d'histoire (1996), doctor of history (2004), former member and then CNRS researcher at the École française de Rome (2002-2006), Etienne Anheim's work first focused on the history of scholarly culture in the late Middle Ages, in particular on scholasticism and polyphonic music, and continued with his doctoral dissertation on culture (music, painting, literary and theological production) at the court of Avignon under the reign of Pope Clement VI (1342-1352).
His research currently focuses more on the economic, social, and material history of painting as well as, more broadly, on the history of written practices between the 13th and 15th centuries, from literary figures such as Petrarch to library inventories and accounting records, while at the same time addressing questions of historiography and the epistemology of history. Anheim is a member of the editorial boards of the Revue de Synthèse, Médiévales and Annales.Vincent Boutonnet (Contributor) Vincent Boutonnet has been a professor of social sciences and humanities didactics at the Université du Québec en Outaouais (UQO) since May 2013. He is interested in the epistemological progression of future history teachers during internships (research funded by the FRQSC), but also in the practices of humanities and social sciences teachers as well as their use of resources such as textbooks, iconographic documents or digital documents. He conducts analyses of cultural products such as historical films and video games (research funded by SSHRC). He is a member of several funded teams working on agentivity and citizenship education (DiSEC group) as well as on the use of textbooks and digital technology in secondary school history and geography classes. He is an associate researcher at the Centre de Recherche Interuniversitaire sur la Formation et la Profession Enseignante (CRIFPE).Penney Clark (Contributor) Penney Clark is Professor in the Department of Curriculum and Pedagogy. Dr. Clark's research interests centre on the production and provision of elementary-high school textbooks in historical contexts, the historical development of history and social studies curricula in Canada, and history teaching and learning. She has published widely in these areas. S) She has been awarded the Canadian History of Education Association Founders Prize (2012) (with co-authors Mona Gleason and Stephen Petrina) and again in 2022 (sole author). She has also been awarded the Canadian Association of Foundations in Education Publication Prize (2013) (with graduate student Wayne Knights). Her most recent major publication (with Alan Sears) is The Arts and the Teaching of History: Historical F(r)ictions (Palgrave MacMillan, 2020.)Thanks for subscribing!
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