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This article sets Canadian historical and current debates about national history and history education into the complicated scenario of Canada's thirteen educational jurisdictions. It looks at debates in the past about the content of history courses and textbooks, as well as approaches to the teaching of history in schools. It discusses the ways in which a historical thinking approach to history education is thriving across the country in the present period, with increased attention to history education research and its dissemination, and an increased presence in provincial curricula. It considers the role in these changes of the federal government, nonprofit private organizations, and national government-funded projects, such as The Historical Thinking Project and The History Education Network. ; Este artículo profundiza en los debates históricos y actuales en Canadá sobre la historia nacional y la enseñanza de la historia en el complicado escenario de trece jurisdicciones educativas de Canadá. En este trabajo se analizan los debates sobre los contenidos en la enseñanza de la historia y en los libros de texto, así como los enfoques en la escuela. Se analizan las formas en que un enfoque de pensamiento histórico está consolidándose en todo el país en el período actual, con una mayor atención a la investigación en la enseñanza de la historia y su difusión y su mayor presencia en los planes provinciales. Se considera el papel del gobierno federal en estos cambios, las organizaciones privadas sin fines de lucro, y los proyectos financiados por el gobierno nacional, tales como el Historical Thinking Project y The History Education Network.

This study explores the dramatic rise and demise of Douglas & McIntyre (Educational) as a case study of western regional publishing in Canada. During its nine years of life, and before its sale to the multinational firm, International Thomson, this small regional publisher produced a ground breaking social studies series, as well as a health series, and other books. Factors in favour of regional educational publishing were: a rise in Canadian nationalism which often manifested itself regionally, political lobbying, the right employees, and Ministry of Education textbook policies. Factor which mitigated against success were: pedagogical change, competition from American subsidiaries, limitations on access to capital funding, allegiances of company principals, provincial autonomy with regard to education, a change in Ministry of Education textbook policies, and the ascendance of multinational firms.

This article examines provision of elementary school readers in Ontario from 1850 to 1909. It traces the conflicts that arose due to the dual role of textbooks as economic commodity and democratic instrument of curriculum. It illuminates the strategies that three dominant stakeholders used in textbook provision to position themselves to best advantage in these conflicts: the Education Department, retail booksellers, and textbook publishers. Key words: textbook publishing, school books, booksellers, political and economic contexts, curriculum history Cet article porte sur la fourniture de manuels aux écoles primaires de l'Ontario de 1850 à 1909. L'auteure relate les conflits qui ont surgi en raison du double rôle des manuels, comme objet de commerce et comme outil démocratique utilisé dans les programmes scolaires. L'article met en lumière les stratégies qu'ont utilisées trois catégories d'acteurs clés afin de se positionner au mieux de leurs intérêts dans ces conflits : le ministère de l'Éducation, les libraires et les maisons d'édition de ces manuels. Mots clés : édition de manuels scolaires, manuels scolaires, libraires, contextes politique et économique, histoire des programmes scolaires.

Impetus for the 1908 establishment of the Free Text-Book Branch in British Columbia arose from three sources: a new emphasis on social reform in the nation as a whole; the vibrant state of the province's economy; and political pressure instigated by parents, their School Trustee representatives, and organized labour, supported by the Vancouver School Board and City Council. It represented a concerted effort to provide equality of educational opportunity to all students enrolled in the public school system. In spite of the diverse array of challenges encountered, it was a change whose time had come.

During an armed conflict or period of gross human rights violations, the first priority is a cessation of violence. For the cease-fire to be more than a lull in hostilities and atrocities, however, it must be accompanied by a plan for political transition and social reconstruction. Essential to this long-term reconciliation process is education reform that teaches future generations information repressed under dictatorial regimes and offers new representations of former enemies. In Teaching the Violent Past, Cole has gathered nine case studies exploring the use of history education to promote