writing and reading about teaching and learning


This site is made available to publish projects emerging from teacher candidates’ research, teaching, and learning at Queen’s University in Kingston, and at the University of New Brunswick in Fredericton.

The content herein is draws largely from subjects at the margins of educational discourse.  This pertains to methods -- history and philosophy -- but also to subjects, including Byzantium and worldviews.

Presently featured here are six sets of projects developed in association with teacher candidates and graduate students. 

First, the three pages titled ‘Select Subjects in the History of Ontario Education, ‘A History of Science Education in New Brunswick,’ and ‘A History of Social Studies Education in New Brunswick’ are peer-reviewed research projects on the history of education over the past century in this province.  The projects make a significant contribution to our understanding of science as a subject of instruction in schools since 1900.  Each project frames science instruction in the broader educational, provincial, national, and international context.  Using primary and secondary sources, the resource explores how science has been framed and used a subject of instruction variously in different decades.

Second, under ‘Byzantium and Education’ are peer-reviewed social studies research projects on Byzantium, a context entirely ignored in Faculties of Education; we hope to change that by shedding light into various aspects of Byzantine history and relating that historical work to contemporary life.

Third, under ‘Worldviews and Education Podcast’ are research projects on various worldviews--cultural, philosophical, and contextual--and their relation to contemporary education.  You may find the podcast on the iTunes Store and download the episodes for free to your media player or computer; to find it, search ‘Philosophical Mindedness’ on iTunes.

Fourth, under ‘Take Action: Citizenship and Social Studies Projects’ are reports of students’ efforts to address social, political, economic, and ethical injustices or concerns.  Funded by a Teaching and Learning Priorities fund grant awarded by the University of New Brunswick’s Centre for Enhanced Teaching and Learning, the projects sought to reconnect social studies learning to its historical roots, which concern study of contemporary society and responsible citizenship.

Fifth, under ‘A Curriculum Compendium’ is an open project to define the concepts, contexts, protagonists, and movements in the sometimes dizzying and jumbled world of curriculum studies.  Submissions to the Compendium are welcome.

Sixth, under Inquiry Resources in Ontario’s History Curriculum, you will find links to instructional resource packages relating specifically to Ontario’s revised History curricula at the intermediate and secondary levels (7-12). The resource packs use primary sources to facilitate historical inquiry. These are presently on the cutting edge of history education work in the province.


Theodore Michael Christou, PhD



... We live in a world of ideas, rather than of facts. These ideas are elusive and mutable. They need be approached humbly. Arrogance in pedagogical orientation is dangerous. It limits reflexivity. Educators, who assume to know and venture to teach, do so blindly. Our prior assumptions, unchecked, blind us. Pedagogically, the consequences can be perilous.

-T.M.C, ‘Satan or Socrates: The Perils of Excessive Pride in Pedagogy’ (2008, p. 175)

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