The necessary discomfort of postcolonial narratives in the social studies classroom
By Lisa Mallory
Edited by: Dr Michelle Darlington; Research supervised by: Dr Michelle Darlington
This research examines Canadian secondary students’ experiences of their social studies curriculum. It shows that students and teachers can feel uncomfortable learning about indigenous perspectives, but that this discomfort can act as a catalyst for learning and reconciliation when learners include themselves in the narratives.