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Citation: 

Clark, Penney. “History of Education and Passages to the Future.” In Foundations in Teacher Education: A Canadian Perspective, edited by Theodore Christou and Shawn Bulloch, 30-45. Polygraph 3. Canadian Research in Teacher Education: A Polygraph Series. Ottawa: Canadian Association for Teacher Education, 2013. 

Abstract/Summary: 

In her chapter in this teacher education anthology, Clark advocates that teacher education programs should once again make a history of education course compulsory so that new teachers are able to more specifically understand that curricula is impermanent: it is always evolving based on contemporary socio-political and economic changes.  She notes that although the number of historians teaching the history of education is in decline, the scholarship in this field is growing; consequently, there is a richly diverse literature from which to draw from to teach a history of education course.  She succinctly states four reasons advocating the implementation of this course: first, it will help new teachers better understand the historical concept of continuity and change; second, it will help them become “intelligently critical” of their own and their peers’ teaching practices; third, it is important to understand the process by which educational changes were implemented in order to better appreciate contemporary pedagogical reforms; and fourth, it would enable new teachers to have a deeper understanding of their chosen profession.  A mandatory history of education course for new teachers would enable them to more fully appreciate William Pinar’s adage, “Reactivating the past reconstructs the present so we can find the future.”

Source/Credit: 
Shannon Leggett