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 to teach historical thinking that will enable students to become informed and engaged citizens.

Marc-André Éthier's profile page

David Lefrançois' profile page

Judith Weisz Woodsworth is a translator and former professor of translation studies at Concordia University. She is the recipient of the 2022 Governor General’s literary award for her translation of History of the Jews in Quebec by Pierre Anctil. Her translations include novels by Pierre Nepveu and Abla Farhoud (Hutchison Street, LLP 2018), and she has published widely on translation history and theory. She lives in Montreal.

Judith Weisz Woodsworth's profile page

Penney Clark is a professor in the Department of Curriculum and Pedagogy at the University of British Columbia and the director of the History Education Network/Histoire et éducation en réseau (THEN/ HiER). She was awarded the Killam Teaching Prize in 2005 for her teaching of social studies curriculum and instruction, the history of curriculum, and the politics of curriculum development courses at UBC. She co-authored three Canadian history textbooks and has published articles in the Journal of Canadian Studies, Canadian Journal of Education, American Journal of Education, History of Education Quarterly, and Theory and Research in Social Education. Her most recent publication is the edited volume, New Possibilities for the Past: Shaping History Education in Canada (UBC Press, 2011). For additional information, see edcp.educ.ubc.ca/faculty/penney-clark/.

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Alan Sears is Professor of Sociology at Ryerson University, Toronto. He is the author of Retooling the Mind Factory: Education in a Lean State (UTP, 2003) and co-author with James Cairns of The Democratic Imagination (UTP, 2012).

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Etienne Anheim's profile page

Charles-Antoine Bachand's profile page

Julien Bazile's profile page

Audrey Bélanger's profile page

Jean-François Boutin's profile page

Vincent Boutonnet's profile page

Olivier Côté's profile page

Stéphanie Demers' profile page

Simon Dor's profile page

Alexandre Lanoix's profile page

Virginie Martel's profile page

Anik Meunier's profile page

Sabrina Moisan's profile page

Carla Peck's profile page

Bastien Sasseville's profile page

Valérie Theis' profile page

Marie-Pierre Tremblay's profile page

Nicholas Ng-A-Fook is a professor and director of the Teacher Education Program at the University of Ottawa.

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Carole Fleuret est professeure titulaire en didactique des langues secondes à la Faculté d’éducation de l’Université d’Ottawa. Ses recherches portent sur l’appropriation de l’écrit, entre autres, sur le développement orthographique et sur l’étude des composantes sociocognitives et culturelles en jeu dans la socialisation à l’écrit en langue seconde par l’entremise des orthographes approchées, de la littérature de jeunesse et de l’approche interculturelle. Elle s’intéresse aux populations plurilingues et minorisées.

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