Sandwell, Ruth
Professeure agrégée, Ontario Institute for Studies in Education, University of Toronto
E-mail: ruth.sandwell@utoronto.ca
Ruth Sandwell est professeure agrégée au History and Philosophy of Education Program au Department of Theory and Policy Studies, Ontario Institute for Studies in Education, University of Toronto (OISE/UT). Codirectrice et membre fondatrice de THEN-HiER en 2004, la professeure Sandwell a également été codirectrice et directrice pédagogique de « Les Grands Mystères de l'histoire canadienne » (www.mysterescanadiens.ca), un projet pancanadien de collaboration qui a mérité de nombreux prix et qui a permis la création de douze archives virtuelles incluant du matériel pédagogique, chacune portant sur un mystère non résolu du passé canadien. En 2008, le projet a mérité le prix MERLOT pour le meilleur site virtuel d’enseignement de l’histoire ainsi que le prix Pierre-Berton pour l’histoire canadienne.
Les recherches et l’enseignement de la professeure Sandwell en enseignement de l’histoire continuent de mettre en lumière l’importance des humanités pour les personnes qui essaient de comprendre le domaine de l’éducation et d’y travailler. Quant à ses recherches sur l’histoire, elles sont centrées sur l’histoire de la famille, l’histoire de l’éducation, la ruralité canadienne et sur un nouveau projet, « The Pedagogies of Modernity: Women, Fossil Fuels and Electricity in the Home ». Ses plus récentes publications incluent les collections To the Past: History Education, Public Memory and Citizenship Education in Canada (2006) et Beyond the City Limits: Rural History in British Columbia (1999), ainsi que sa monographie parue en 2005, Contesting Rural Space: Land Policy and the Practices of Settlement, Saltspring Island, British Columbia, 1859-91. Elle a publié de nombreux articles et chapitres de livres sur l’enseignement de l’histoire, l’histoire de la ruralité et la mémoire publique dans les revues Canadian Social Studies, International Journal of Social Education, Social Education, Canadian Historical Review, et McGill Journal of Education.
Publications depuis 2007
Review of Put that Damned Old Mattock Away by David J. Spalding. Victoria: Printoria Books, 2013. BC Studies (Spring 2015). http://bcstudies.com/book-reviews/put-damned-old-mattock-away
With Penney Clark and Stéphane Lévesque. “Dialogue Across Chasms: History and History Education in Canada.” in History Teacher Education: Global Interrelations, edited by Elisabeth Erdmann and W. Hasberg, 163-82. History Education International Series, Schwalbach/Ts: Wochenschau Verlag, 2014.
Becoming a History Teacher: Sustaining Practices in Historical Thinking and Knowing, edited by Ruth Sandwell and Amy von Heyking. Toronto: University of Toronto Press, 2014.
With Amy von Heyking. "Introduction" and "Conclusion." In Becoming a History Teacher: Sustaining Practices in Historical Thinking and Knowing, edited by Ruth Sandwell and Amy von Heyking, 3-10, 313-20. Toronto: University of Toronto Press, 2014.
"On Historians and Their Audiences: An Argument for Teaching (and Not just Writing) History." In Becoming a History Teacher: Sustaining Practices in Historical Thinking and Knowing, edited by Ruth Sandwell and Amy von Heyking, 77-90. Toronto: University of Toronto Press, 2014.
“Notes towards a History of Rural Canada, 1870-1940.” In The Social Transformation of Rural Canada: New Insights into Community, Culture and Citizenship, edited by John R. Parkins and Maureen G. Reed. Vancouver: UBC Press, in press.
“Introduction to Special Issue on the History of Rural Education.” Historical Studies in Education / Revue d’histoire de l’éducation, guest editor Ruth Sandwell, 24(1) (2012): 43-7.
“‘Read, Listen, Discuss, Act’: Adult Education, Rural Citizenship and the National Farm Radio Forum in Canada, 1941-1965.” Historical Studies in Education / Revue d’histoire de l’éducation 24(1) (2012): 170-94.
“Showing How Locals Supported the World Economy: A Review of Beatrice Craig’s, Backwoods Consumers and Homespun Capitalists: The Rise of Market Culture in Eastern Canada.” Review solicited for CHR Macdonald Roundtable, Canadian Historical Review 93(1) (2012): 92-7.
“Synthesis and Fragmentation: The Case of Historians as Undergraduate Teachers”; and with Lyle Dick, “Synthesis and Fragmentation in Canadian History: An Introduction.” In round table panel publication, “So What IS the Story? Exploring Fragmentation and Synthesis in Current Canadian Historiography,” edited by Lyle Dick and Ruth Sandwell, Active History, April 2011. www.activehistory.ca.
“‘We were allowed to disagree, because we couldn’t agree on anything’: Seventeen Voices in the Canadian Debates Over History Education.” In History Wars and the Classroom: Global Perspectives, edited by Tony Taylor and Robert Guyver, 51-76. Charlotte NC: Information Age, 2011.
"History is a Verb: Teaching Historical Practice to Teacher Education Students." In New Possibilities for the Past: Shaping History Education in Canada, edited by Penney Clark, 224-42. Vancouver: UBC Press, 2011.
"Reflections on the Great Unsolved Mysteries in Canadian History Project: A Pedagogical Perspective." Canadian Diversity/Diversité canadienne 7(1) (2009): 88-92.
"Missing Canadians: Reclaiming the A-Liberal Past." In Liberalism and Hegemony: Debating the Canadian Liberal Revolution, edited by Jean-François Constant and Michel Ducharme, 246-73. Toronto: University of Toronto Press, 2009.
"History as Experiment: Microhistory and Environmental History." In Method and Meaning in Canadian Environmental History, edited by Alan McEachern and William Turkel, 122-36. Toronto: Thomas Nelson Publishers, 2008.
"Using Primary Documents in History and Social Studies." In The Anthology of Social Studies: Secondary Education, edited by Roland Case and Penney Clark, 293-305. Vancouver: Pacific Educational Press, 2008.
