References
- Anderson, B. (1983). Imagined communities: Reflections on the origin and spread of nationalism. London: Verso.
- Apple, M. (1986). Teachers and texts: A political economy of class and gender relations in education. New York: Routledge & Kegan Paul.
- Barthes, R. (1974). S/Z (R. Miller, Trans.). New York: Hill & Wang.
- Britzman, D. (2003). Practice makes practice: A critical study of learning to teach (2nd ed.). Albany: State University of New York Press.
- Britzman, D., Dippo, D., Searle, D., & Pitt, A. (1997). Toward an academic framework for thinking about teacher education. Teaching Education, 9(1), 15–26.
- Case, R., & Wright, I. (1999). Taking seriously the teaching of critical thinking. In R. Case & P. Clark (Eds.), The Canadian anthology of social studies (pp. 179–193). Vancouver, BC: Pacific Educational Press.
- Clark, P. (2005). “A nice little wife to make things pleasant”: Portrayals of women in social studies textbooks. McGill Journal of Education, 40(2), 241–265.
- Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
- Cronon, W. (1992). A place for stories: Nature, history, and narrative. The Journal of American History, 78(4), 1347–1376.
- den Heyer, K. (2003). Between every “now” and “then”: A role for the study of historical agency in history and citizenship education. Theory and Research in Social Education, 31(4), 411–434.
- den Heyer, K. (2004). A dialogue on narrative and historical consciousness. In P. Seixas (Ed.), Theorizing historical consciousness (pp. 202–211). Toronto, ON: University of Toronto Press.
- den Heyer, K. (2009). Education as an affirmative invention. Educational Theory, 59(4), 441–463.
- den Heyer, K., & Conrad, D. (2011). Using Alain Badiou’s ethic of truths to support an “eventful” social justice teacher education program. Journal of Curriculum Theorizing, 27(1), 7–19.
- den Heyer, K., & Fidyk, A. (2007). Configuring historical facts through historical fiction: Agency, art-in-fact, and imagination as stepping stones between then and now. Educational Theory, 57(2), 141–157.
- Donald, D. T. (2009). The curricular problem of Indigenous: Colonial frontier logics, teacher resistances, and the acknowledgement of ethical space. In J. Nahachewsky & I. Johnston (Eds.), Beyond “presentism”: Reimagining the historical, personal, and social places of curriculum (pp. 22–39). Rotterdam, the Netherlands: Sense.
- Farley, L. (2009). Radical hope: Or, the problem of uncertainty in history education. Curriculum Inquiry, 39(4), 537–554.
- Felman, S. (1987). Jacques Lacan and the adventure of insight: Psychoanalysis in contemporary culture. Cambridge, MA: Harvard University Press.
- Francis, D. (1992). The imaginary Indian: The image of the Indian in Canadian culture. Vancouver, BC: Arsenal Pulp Press.
- Francis, D. (1997). National dreams: Myth, memory and Canadian history. Vancouver, BC: Arsenal Pulp Press.
- Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Boston: Heinle & Heinle.
- Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon & Schuster.
- Grant, S. G. (2003). History lessons: Teaching, learning, and testing in U.S. high school classrooms. Mahwah, NJ: Erlbaum.
- Kearney, R. (2002). On stories. New York: Routledge.
- Letourneau, J. (2006). Remembering our past: An examination of the historical memory of young Québécois. In R. Sandwell (Ed.), To the past: History education, public memory & citizenship in Canada (pp. 71–87). Toronto, ON: University of Toronto Press.
- Mansilla, V. B., & Gardner, H. (2008). Disciplining the mind. Educational Leadership, 65(5), 14–19.
- Rüsen, J. (1989). The development of narrative competence in historical learning: An ontogenetic hypothesis concerning moral consciousness. History and Memory, 1(2), 35–59.
- Sandwell, R. (2003). The limits of liberalism: The liberal reconnaissance and the history of the family in Canada. Canadian Historical Review, 84(3), 423–449.
- Schick, C., & St. Denis, V. (2005). Troubling national discourses in anti-racist curricular planning. Canadian Journal of Education, 28(3), 295–317.
- Scott, J. W. (2001). Fantasy echo: History and the construction of identity. Critical Inquiry, 27(2), 284–304.
- Seidman, S. (2001). From identity to queer politics: Shifts in normative heterosexuality. In S. Seidman & J. Alexander (Eds.), The new social theory reader (pp. 353–360). London: Routledge.
- Seixas, P. (2000). Schweigen! die Kinder! or, Does postmodern history have a place in the schools? In P. Stearns., P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 19–37). New York: New York University Press.
- Seixas, P. (2001). Review of research in social studies. In V. Richardson (Ed.), Handbook of research on teaching (pp. 545–565). Washington, DC: American Educational Research Association.
- Shemilt, D. (2000). The caliph’s coin: The currency of narrative frameworks in history teaching. In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching and learning history: National and international perspectives (pp. 83–101). New York: New York University Press.
- Simon, R. I. (2005). The touch of the past: Remembrance, learning, and ethics. New York: Palgrave Macmillan.
- Staley, D. (2007). History and future: Using historical thinking to imagine the future. Lanham, MD: Lexington Books.
- Stanley, T. (1998). The struggle for history: Historical narratives and anti-racist pedagogy. Discourse: Studies in the Cultural Politics of Education, 19(1), 41–49.
- Stanley, T. (2006). Whose public? Whose memory? Racisms, grand narratives, and Canadian history. In R. W. Sandwell (Ed.), To the past: History education, public memory and citizenship in Canada (pp. 32–49). Toronto, ON: University of Toronto Press.
- Sumara, D., & Luce-Kapler, L. (1993). Action research as a writerly text: Locating co-labouring in collaboration. Educational Action Research, 1(3), 387–395.
- Tupper, J., & Cappello, M. (2008). Teaching treaties as (un)usual narratives: Disrupting the curricular commonsense. Curriculum Inquiry, 38(5), 559–578.
- VanSledright, B. (2008). Narratives of nation-state, historical knowledge, and school history education. Review of Research in Education, 32, 109–146.
- Wertsch, J. V. (1998). Mind as action. Oxford: Oxford University Press.
- Wertsch, J. V. (2000). Is it possible to teach beliefs, as well as knowledge about history? In P. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 38–50). New York: New York University Press.
- White, H. (1987). The content of the form: Narrative discourse and historical representation. Baltimore: Johns Hopkins University Press.
- Wilson, S. W. (2001). Research on history teaching. In V. Richardson (Ed.), Handbook of research on teaching (pp. 527–544). Washington, DC: American Educational Research Association.
- Yin, K. (2003). Case study research: Design and methods. Thousand Oaks, CA: Sage.