We are all our history. Yet despite curricular revisions, the mainstream historical narrative that shapes the way we teach students about the Canadian nation can be divisive, separating “us” from “them.”

Responding to the evolving demographics of an ethnically and culturally heterogeneous population, Transforming the Canadian History Classroom calls for an innovative approach that instead places students – the stories they carry and the histories they want to be part of – at the centre of history education. Samantha Cutrara explores how teaching practices and institutional contexts can support ideas of connection, complexity, and care in order to engender meaningful learning and foster a student-centric history education.

Applying insights gained from student and teacher interviews and case studies in schools, Transforming the Canadian History Classroom delineates a learning environment in which students can investigate the historical narratives that infuse their lives and imagine a future that makes room for their diverse identities.

Samantha Cutrara's profile page

Samantha Cutrara is a curriculum specialist with the Office of the Vice-Provost Academic at York University. She is a history education strategist who has developed museum exhibitions and related programming, written curriculum and resources, and led professional development sessions for educators. In 2015 she won the Ontario Museums Association Award for Excellence in Exhibits for the Dear Sadie exhibit at the Archives of Ontario.

"…Cutrara calls on teachers to be aware of the unintended impacts of the traditional history classroom that prioritizes ‘approved’ content over meaningful interactions."

Ontario Historical Society Review

...I see tremendous value in the visions, ideas, and practices in this book.

Historical Studies in Education