Pub Date : 2023-04-03DOI: 10.1080/02722011.2023.2221972
Soren Fanning
ABSTRACT Contrary to popular perception, local residents in the western frontiers of Canada and the United States in the late 19th century frequently possessed a large degree of agency and leverage vis-à-vis their respective national cores. Far from being the obedient periphery, frontier communities and their political leaders were able to use their profession of loyalty to the national identity to win concessions and secure autonomy from national governments and, when needed, beneficial intervention from them to support the interests of local residents.
{"title":"The Power of Periphery: Political Agency and National Identity in North American Frontiers, 1867–1914","authors":"Soren Fanning","doi":"10.1080/02722011.2023.2221972","DOIUrl":"https://doi.org/10.1080/02722011.2023.2221972","url":null,"abstract":"ABSTRACT Contrary to popular perception, local residents in the western frontiers of Canada and the United States in the late 19th century frequently possessed a large degree of agency and leverage vis-à-vis their respective national cores. Far from being the obedient periphery, frontier communities and their political leaders were able to use their profession of loyalty to the national identity to win concessions and secure autonomy from national governments and, when needed, beneficial intervention from them to support the interests of local residents.","PeriodicalId":43336,"journal":{"name":"American Review of Canadian Studies","volume":"53 1","pages":"255 - 267"},"PeriodicalIF":0.4,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48288390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/02722011.2023.2210416
Christopher J. Kukucha
{"title":"Harper’s World: The Politicization of Canadian Foreign Policy (2006-2015)","authors":"Christopher J. Kukucha","doi":"10.1080/02722011.2023.2210416","DOIUrl":"https://doi.org/10.1080/02722011.2023.2210416","url":null,"abstract":"","PeriodicalId":43336,"journal":{"name":"American Review of Canadian Studies","volume":"53 1","pages":"270 - 271"},"PeriodicalIF":0.4,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49289568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/02722011.2023.2212527
Dann J. Broyld
{"title":"A Black American Missionary in Canada: The Life and Letters of Lewis Champion Chambers","authors":"Dann J. Broyld","doi":"10.1080/02722011.2023.2212527","DOIUrl":"https://doi.org/10.1080/02722011.2023.2212527","url":null,"abstract":"","PeriodicalId":43336,"journal":{"name":"American Review of Canadian Studies","volume":"53 1","pages":"271 - 273"},"PeriodicalIF":0.4,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48694356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/02722011.2023.2204796
Marc-Antoine Rancourt, Axel Déry, William Poirier, Yannick Dufresne
ABSTRACT Various governments have debated the question of whether the Canadian Senate should be abolished or reformed since 1980, yet a solution has still not been found. While some advocate for a substantial reform of the institution, others propose to get rid of it completely. Drawing from the 2021 Canadian Election Study, this article explores the underlying value systems that shape opinions on the abolition of the Canadian Senate. The findings suggest that support for the abolition of the Canadian Senate should be understood as part of a set of populist attitudes, the extent of political interest, political knowledge, and party identification.
{"title":"Down with the Senate? Understanding Support for the Abolition of the Senate in Canada","authors":"Marc-Antoine Rancourt, Axel Déry, William Poirier, Yannick Dufresne","doi":"10.1080/02722011.2023.2204796","DOIUrl":"https://doi.org/10.1080/02722011.2023.2204796","url":null,"abstract":"ABSTRACT Various governments have debated the question of whether the Canadian Senate should be abolished or reformed since 1980, yet a solution has still not been found. While some advocate for a substantial reform of the institution, others propose to get rid of it completely. Drawing from the 2021 Canadian Election Study, this article explores the underlying value systems that shape opinions on the abolition of the Canadian Senate. The findings suggest that support for the abolition of the Canadian Senate should be understood as part of a set of populist attitudes, the extent of political interest, political knowledge, and party identification.","PeriodicalId":43336,"journal":{"name":"American Review of Canadian Studies","volume":"53 1","pages":"204 - 217"},"PeriodicalIF":0.4,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44492996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/02722011.2023.2210419
Simone Poliandri
compulsive repetitions” (219), Deshaye suggests that as early as the 1940s, the genre of the Western “is at a historical moment when a nascent postmodern mode is inclining it to parody” (220). His assertion that the “Smokey Carmain” stories “need to be read cultural-materialistically and serially ... to be recognized as parodies” (225) may also provide students of periodicals and popular seriality with a welcome opportunity to engage more deeply with the archive of Canadian pulps. Political or ethical concerns manifest themselves not only in the structure but also in the tone or style of The American Western in Canadian Literature. Associating, as he self-reflectively notes in the Introduction, “academic habits of ... ‘surveying’ and then ‘staking a claim’ to an ‘area of inquiry’” with settler colonialism and “extractive industries such as those for oil and gas” (33), Deshaye instead chooses to adopt a “more personal, public-facing, risk-taking, and energetic” voice (34-35). The result is a sprawling text—the book has no fewer than 377 pages of text, with each of the analytic chapters averaging between 40 and 50 pages—that may make some readers wish a little more pruning had taken place here and there. Yet if that is the price one must pay for a thoroughly engaged and meaningful text that also speaks to concerns beyond those of literary and cultural studies, then so be it. Considering what is at stake, it is a very small price indeed.
{"title":"Truth and Conviction: Donald Marshall Jr. and the Mi’kmaw Quest for Justice","authors":"Simone Poliandri","doi":"10.1080/02722011.2023.2210419","DOIUrl":"https://doi.org/10.1080/02722011.2023.2210419","url":null,"abstract":"compulsive repetitions” (219), Deshaye suggests that as early as the 1940s, the genre of the Western “is at a historical moment when a nascent postmodern mode is inclining it to parody” (220). His assertion that the “Smokey Carmain” stories “need to be read cultural-materialistically and serially ... to be recognized as parodies” (225) may also provide students of periodicals and popular seriality with a welcome opportunity to engage more deeply with the archive of Canadian pulps. Political or ethical concerns manifest themselves not only in the structure but also in the tone or style of The American Western in Canadian Literature. Associating, as he self-reflectively notes in the Introduction, “academic habits of ... ‘surveying’ and then ‘staking a claim’ to an ‘area of inquiry’” with settler colonialism and “extractive industries such as those for oil and gas” (33), Deshaye instead chooses to adopt a “more personal, public-facing, risk-taking, and energetic” voice (34-35). The result is a sprawling text—the book has no fewer than 377 pages of text, with each of the analytic chapters averaging between 40 and 50 pages—that may make some readers wish a little more pruning had taken place here and there. Yet if that is the price one must pay for a thoroughly engaged and meaningful text that also speaks to concerns beyond those of literary and cultural studies, then so be it. Considering what is at stake, it is a very small price indeed.","PeriodicalId":43336,"journal":{"name":"American Review of Canadian Studies","volume":"53 1","pages":"278 - 280"},"PeriodicalIF":0.4,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43471972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/02722011.2023.2172886
Deirdre McCorkindale
ABSTRACT The Underground Railroad remains a popular feature in Canadian narratives. However, public discourse on the subject does not often reach much further than presenting a story of weary enslaved persons finding their way to freedom and happiness in Canada. The communities that they built and who these enslaved persons were outside of their enslaved status is rarely discussed. This uncomplicated telling of history allows Canadians to hold their country up as a historical champion of human rights and use Underground Railroad communities to prove a track record of equality in Canada that misrepresents the historical record. This article discusses the nature of Canadians’ fixation on the Underground Railroad narrative and Canada’s historical uses for this romanticized mythology.
{"title":"Weaponized History: The Underground Railroad’s Mythologized Legacy in Canada","authors":"Deirdre McCorkindale","doi":"10.1080/02722011.2023.2172886","DOIUrl":"https://doi.org/10.1080/02722011.2023.2172886","url":null,"abstract":"ABSTRACT The Underground Railroad remains a popular feature in Canadian narratives. However, public discourse on the subject does not often reach much further than presenting a story of weary enslaved persons finding their way to freedom and happiness in Canada. The communities that they built and who these enslaved persons were outside of their enslaved status is rarely discussed. This uncomplicated telling of history allows Canadians to hold their country up as a historical champion of human rights and use Underground Railroad communities to prove a track record of equality in Canada that misrepresents the historical record. This article discusses the nature of Canadians’ fixation on the Underground Railroad narrative and Canada’s historical uses for this romanticized mythology.","PeriodicalId":43336,"journal":{"name":"American Review of Canadian Studies","volume":"53 1","pages":"68 - 81"},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44625254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/02722011.2023.2172885
L. Madokoro
ABSTRACT Based on several years of experience in teaching human rights history to undergraduate students in Canada, this article reflects on the challenges involved in imparting knowledge on this subject in a settler colonial context. It builds on examples gleaned from working with undergraduate students, from scholarship on the history of settler colonialism, as well as from Indigenous worldviews and epistemologies, to consider the ways in which the teaching of human rights history needs to evolve alongside and in dialogue with contemporary discussions about rights and justice. The article contends that given contemporary discussions around rights, which reveal the fragility of the liberal human rights framework, this is urgent and necessary work. It concludes by offerings ways of approaching student experiences, insider/outsider dynamics, and contemporary debates when teaching human rights history. The overall purpose of the article is to resituate the teaching of human rights history in a critical, self-reflective manner. In this way, the damaging implications of certain progress-oriented historical narratives centering on the idea and evolution of human rights can also be considered in pedagogical practices on the subject.
{"title":"On Teaching Human Rights History in a Settler Colonial Context","authors":"L. Madokoro","doi":"10.1080/02722011.2023.2172885","DOIUrl":"https://doi.org/10.1080/02722011.2023.2172885","url":null,"abstract":"ABSTRACT Based on several years of experience in teaching human rights history to undergraduate students in Canada, this article reflects on the challenges involved in imparting knowledge on this subject in a settler colonial context. It builds on examples gleaned from working with undergraduate students, from scholarship on the history of settler colonialism, as well as from Indigenous worldviews and epistemologies, to consider the ways in which the teaching of human rights history needs to evolve alongside and in dialogue with contemporary discussions about rights and justice. The article contends that given contemporary discussions around rights, which reveal the fragility of the liberal human rights framework, this is urgent and necessary work. It concludes by offerings ways of approaching student experiences, insider/outsider dynamics, and contemporary debates when teaching human rights history. The overall purpose of the article is to resituate the teaching of human rights history in a critical, self-reflective manner. In this way, the damaging implications of certain progress-oriented historical narratives centering on the idea and evolution of human rights can also be considered in pedagogical practices on the subject.","PeriodicalId":43336,"journal":{"name":"American Review of Canadian Studies","volume":"53 1","pages":"107 - 117"},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43709436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/02722011.2023.2172889
E. McKenzie
ABSTRACT This article examines the non-linear and often backwards development of universal human rights for Indigenous peoples in twentieth-century North America. It criticizes the failure of international bodies dedicated to upholding the so-called universal human right to self-determination in the wake of a Canadian military coup at Six Nations of the Grand River in 1924. By assessing the legal grounds upon which the Haudenosaunee Confederacy has repeatedly argued the need for international intervention, to both the League of Nations and the United Nations, the article asserts that international law has perpetually denied the Confederacy equal nationhood status on the world stage, despite meeting all recognized (and quasi-legal) criteria.
{"title":"Shé:kon yónnhe ne Kayanerekó:wa tahnon ka’nikonhrí:yo; Rotinonhsyóni wa’ontateri’wanontonhse’ tsi yontatekwenyénhstha’ raotiríhwa, 1924–1977 The Great Law of Peace is Still Alive and Well; the Haudenosaunee Confederacy Asked Them to Respect Their Business, 1924–1977","authors":"E. McKenzie","doi":"10.1080/02722011.2023.2172889","DOIUrl":"https://doi.org/10.1080/02722011.2023.2172889","url":null,"abstract":"ABSTRACT This article examines the non-linear and often backwards development of universal human rights for Indigenous peoples in twentieth-century North America. It criticizes the failure of international bodies dedicated to upholding the so-called universal human right to self-determination in the wake of a Canadian military coup at Six Nations of the Grand River in 1924. By assessing the legal grounds upon which the Haudenosaunee Confederacy has repeatedly argued the need for international intervention, to both the League of Nations and the United Nations, the article asserts that international law has perpetually denied the Confederacy equal nationhood status on the world stage, despite meeting all recognized (and quasi-legal) criteria.","PeriodicalId":43336,"journal":{"name":"American Review of Canadian Studies","volume":"53 1","pages":"82 - 100"},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48444011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/02722011.2023.2172884
Michael Lynk
ABSTRACT Teaching Canadian human rights law demands more than simply instructing law students on caselaw precedents, jurisprudential principles, and legislative developments, as important as learning about this legal framework is. It also requires the imparting of a human rights imagination to students. This involves a focus on the social environment that ultimately generates and shapes anti-discrimination laws, such as disparate living and working conditions, demonstrations and civil disobedience, new arguments about the meanings of equality and discrimination, and understanding the role of social science research. Human rights legal decisions, when written with empathy and lucidity, can become effective teaching tools not only in law classes but also in social science courses on human rights. Learning to understand and interpret the place of human rights through the leading rulings of courts and tribunals can offer instructive insights into the strengths, weaknesses, and potential of our contemporary approach toward protecting and enlarging human rights in Canada.
{"title":"Not Logic, but Experience: Teaching Canadian Human Rights Law","authors":"Michael Lynk","doi":"10.1080/02722011.2023.2172884","DOIUrl":"https://doi.org/10.1080/02722011.2023.2172884","url":null,"abstract":"ABSTRACT Teaching Canadian human rights law demands more than simply instructing law students on caselaw precedents, jurisprudential principles, and legislative developments, as important as learning about this legal framework is. It also requires the imparting of a human rights imagination to students. This involves a focus on the social environment that ultimately generates and shapes anti-discrimination laws, such as disparate living and working conditions, demonstrations and civil disobedience, new arguments about the meanings of equality and discrimination, and understanding the role of social science research. Human rights legal decisions, when written with empathy and lucidity, can become effective teaching tools not only in law classes but also in social science courses on human rights. Learning to understand and interpret the place of human rights through the leading rulings of courts and tribunals can offer instructive insights into the strengths, weaknesses, and potential of our contemporary approach toward protecting and enlarging human rights in Canada.","PeriodicalId":43336,"journal":{"name":"American Review of Canadian Studies","volume":"53 1","pages":"141 - 154"},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43140811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/02722011.2023.2172888
Nicolas G. Virtue
When participants in the Revisiting Human Rights workshop gathered at the London, Ontario campus of King’s University College in early May 2022, the atmosphere felt celebratory. For many of us, it was our first in-person conference since before the COVID-19 pandemic. But the workshop was also a celebration of the growth of human rights history as an academic field of inquiry and instruction. This growth is reflected in the newly launched Human Rights Studies program at King’s, where the workshop was held. This new co-disciplinary program was conceived to combine historical-political studies of human rights with philosophical-ethical and literary-cultural perspectives. In Ontario alone, ten universities now feature some form of interdisciplinary human rights program, with varying levels of historical content and expertise. In addition to these programs, an increasing number of history departments across Ontario now include faculty who research, publish, and teach on human rights. Despite this remarkable growth, the literature on teaching human rights history and the pedagogical networks between educators in the field are underdeveloped. Publications and online resources on Human Rights Education (HRE) tend to be geared toward primary and secondary education as opposed to university-level teaching or programming (Cargas and Mitoma 2019, 276). Given the focus of HRE on individual empowerment in the present and change in the future, its historical component has at times been minimized or relegated to mere background status. As a result, some human rights educators consider history to be an “optional” element of HRE (Mihr 2015, 537–40). Nonetheless, recent efforts to develop a critical pedagogy of human rights in higher education have acknowledged the important roles that historical approaches and content can play in critiquing and improving the modern human rights regime (Kingston 2018; Cargas 2019). Some publications have focused more specifically on the pedagogy of human rights history: a team of German and American educators have outlined an approach that seeks to integrate history learning and HRE in secondary, postsecondary, and public settings (Lücke et al. 2016); and The Routledge History of Human Rights concludes with a chapter on teaching human rights history in an American undergraduate classroom (Frazier 2019). Seeking to add to this emerging literature on the pedagogy of human rights history in a higher education context, this roundtable discussion offers a Canadian perspective. As part of the Revisiting Human Rights workshop, the Roundtable on Teaching Human
2022年5月初，当“重新审视人权”研讨会的参与者聚集在国王大学学院安大略省伦敦校区时，气氛充满了庆祝的气氛。对我们许多人来说，这是我们自COVID-19大流行之前以来的第一次面对面会议。但这次研讨会也是对人权史作为一个学术研究和教学领域的发展的庆祝。这种增长反映在国王学院新推出的人权研究项目上，研讨会就是在那里举行的。这个新的跨学科项目的设想是将人权的历史-政治研究与哲学-伦理和文学-文化观点结合起来。仅在安大略省，就有10所大学开设了某种形式的跨学科人权课程，其历史内容和专业知识水平各不相同。除了这些项目之外，安大略省越来越多的历史系现在都有研究、出版和教授人权的教师。尽管有这种显著的增长，关于人权历史教学的文献和该领域教育者之间的教学网络仍不发达。关于人权教育的出版物和在线资源往往面向中小学教育，而不是大学水平的教学或编程(Cargas and Mitoma 2019, 276)。鉴于人力资源管理的重点是当前的个人赋权和未来的变化，其历史成分有时被最小化或降级为纯粹的背景地位。因此，一些人权教育者认为历史是人类人权的“可选”要素(Mihr 2015, 537-40)。尽管如此，最近在高等教育中发展批判性人权教学法的努力已经认识到，历史方法和内容在批评和改进现代人权制度方面可以发挥重要作用(Kingston 2018;Cargas 2019)。一些出版物更具体地关注人权历史的教学法:一个由德国和美国教育家组成的团队概述了一种方法，旨在将历史学习和HRE整合到中学、高等教育和公共环境中(l cke et al. 2016);《劳特利奇人权史》最后有一章是关于在美国本科课堂上教授人权史的(弗雷泽2019)。为了在高等教育背景下增加人权历史教育学方面的新兴文献，这次圆桌讨论提供了一个加拿大的视角。作为重访人权讲习班的一部分，人权教育圆桌会议
{"title":"Introduction to a Roundtable on Teaching Human Rights History","authors":"Nicolas G. Virtue","doi":"10.1080/02722011.2023.2172888","DOIUrl":"https://doi.org/10.1080/02722011.2023.2172888","url":null,"abstract":"When participants in the Revisiting Human Rights workshop gathered at the London, Ontario campus of King’s University College in early May 2022, the atmosphere felt celebratory. For many of us, it was our first in-person conference since before the COVID-19 pandemic. But the workshop was also a celebration of the growth of human rights history as an academic field of inquiry and instruction. This growth is reflected in the newly launched Human Rights Studies program at King’s, where the workshop was held. This new co-disciplinary program was conceived to combine historical-political studies of human rights with philosophical-ethical and literary-cultural perspectives. In Ontario alone, ten universities now feature some form of interdisciplinary human rights program, with varying levels of historical content and expertise. In addition to these programs, an increasing number of history departments across Ontario now include faculty who research, publish, and teach on human rights. Despite this remarkable growth, the literature on teaching human rights history and the pedagogical networks between educators in the field are underdeveloped. Publications and online resources on Human Rights Education (HRE) tend to be geared toward primary and secondary education as opposed to university-level teaching or programming (Cargas and Mitoma 2019, 276). Given the focus of HRE on individual empowerment in the present and change in the future, its historical component has at times been minimized or relegated to mere background status. As a result, some human rights educators consider history to be an “optional” element of HRE (Mihr 2015, 537–40). Nonetheless, recent efforts to develop a critical pedagogy of human rights in higher education have acknowledged the important roles that historical approaches and content can play in critiquing and improving the modern human rights regime (Kingston 2018; Cargas 2019). Some publications have focused more specifically on the pedagogy of human rights history: a team of German and American educators have outlined an approach that seeks to integrate history learning and HRE in secondary, postsecondary, and public settings (Lücke et al. 2016); and The Routledge History of Human Rights concludes with a chapter on teaching human rights history in an American undergraduate classroom (Frazier 2019). Seeking to add to this emerging literature on the pedagogy of human rights history in a higher education context, this roundtable discussion offers a Canadian perspective. As part of the Revisiting Human Rights workshop, the Roundtable on Teaching Human","PeriodicalId":43336,"journal":{"name":"American Review of Canadian Studies","volume":"53 1","pages":"101 - 106"},"PeriodicalIF":0.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48776514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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