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By Maria Grever, Siep Stuurman

'Beyond the Canon' offers with contemporary politicized methods of canonization and its implications for old tradition in a globalizing and postcolonial international. the amount discusses the framing and transmission of old wisdom and its outcomes for the development of narratives and the educating of historical past in multicultural environments.

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Extra resources for Beyond the Canon: History for the Twenty-first Century

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In this case, competing accounts are presented in the classroom. I am calling this a disciplinary approach because it is in line with mainstream historical practice as an academic discipline. In this approach, students are taught the conceptual tools and strategies necessary to criticize the account, examine the base of evidence upon which it rests, and assess it in relation to competing accounts. While this is rarely the practice in Canadian schools, other polities, notably the British, have made strong moves towards this approach to history education.

Yet, these narratives confirmed the national histories because they were configured as the ‘cradle’ of Western civilization. Another example in the same period was the new interest in the social and cultural history of mentalities, ordinary people, slaves, and women. This type of historical writing affected novels and feuilletons, as well as new popular genres such as historical novels, travel guides, biographies and autobiographies. ’26 They did not. Even among the Renaissance nobility, women were increasingly removed from public concerns – economically, politically, and culturally.

I am calling this a disciplinary approach because it is in line with mainstream historical practice as an academic discipline. In this approach, students are taught the conceptual tools and strategies necessary to criticize the account, examine the base of evidence upon which it rests, and assess it in relation to competing accounts. While this is rarely the practice in Canadian schools, other polities, notably the British, have made strong moves towards this approach to history education. 4 Is the disciplinary approach ‘canonical’, by our definition?

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