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The Canadian History of Education Association / Association canadienne d’histoire de l’éducation
brings together scholars, students, educators, teacher educators, and community-based researchers to study the educational past in Canada and abroad. CHEA/ACHÉ understands the history of education to include, but not be limited to, formal and informal settings for teaching and learning (e.g. curricula and pedagogy, as well as community groups), social and cultural approaches to education (i.e. from religious organizations to the arts), the study of children and youth (e.g. youth clubs, popular culture), as well as policy and governance of schooling (i.e. from leader biographies to policy document analysis).
As an established and lively academic association, CHEA/ACHÉ thus offers a network of interdisciplinary and international scholars committed to critical dialogue on various aspects of schooling history. To support this critical dialogue, we organize a biennial meeting/conference held at different locations across the country and many of the contributions are published in our peer-reviewed partner journal Historical Studies in Education. We also stimulate online discussion about the new and exciting aspects of education history research and politics through our online and social media presence.
The Executive Committee 2016-2018
| President: Helen Raptis (University of Victoria)
Associate Professor, Department of Curriculum and Instruction
Helen Raptis is an associate professor at the University of Victoria, Department of Curriculum and Instruction. Her research interests include histories of minority learners, Indigenous education, and the effects of educational policy on children and teachers in schools. She is the co-author – with members of the Tsimshian nation – of What We Learned: Two Generations Reflect on Indigenous Education and the Day Schools (UBC Press, 2016).
| Vice President: Shirley Van Nuland (University of Ontario)
Associate Professor, Faculty of Education
Dr. Van Nuland has taught Education Law, Policy, and Ethics and Foundations of Education; her research interests include standards of practice, ethical standards, and codes of conduct as these intersect in the lives of teachers and students. Currently she is researching the new teacher education program in Ontario and new teacher induction and mentorship programs in Canada.
|Past President: Catherine Gidney (St. Thomas University)
Adjunct Research Professor, Department of History
Catherine Gidney’s research focuses on the intersection of the history of education and other fields such as youth culture, nutrition, commercialism, physical education, moral education, psychology and student mental health. She is most recently the author of Tending the Student Body: Youth, Health and the Modern University (University of Toronto Press, 2015). Her current projects examine the politics of school commercialism and the transformation of educators’ approaches to children’s emotional development. In 2016 she was appointed to the Royal Society of Canada’s College of New Scholars, Artists and Scientists.
| Secretary/Treasurer: Katie Gemmell (University of British Columbia)
PhD Candidate, Department of Curriculum and Pedagogy
Katie Gemmell is a PhD Candidate at the University of British Columbia, Department of Curriculum and Pedagogy. Her research interests in the history of education include Catholic education, Indigenous education, and curriculum history. She is managing editor of Historical Studies in Education/Revue d’histoire de l’éducation.
|Atlantic Canada: Funké Aladejebi (University of New Brunswick)
Assistant Professor, Department of History
Funké Aladejebi is Assistant Professor of History and Gender and Women’s Studies at the University of New Brunswick. She is currently working on a manuscript titled, ‘Girl You Better Apply to Teachers’ College’: The History of Black Women Educators in Ontario, 1940s – 1980s, which explores the importance of Black Canadian women in sustaining their communities and preserving a distinct black identity within restrictive gender and racial barriers. She has published articles in Ontario History and Education Matters. Her research interests are in oral history, the history of education in Canada, black feminist thought and transnationalism.
|Québec: Anthony Di Mascio (Université Bishops)
Professeur agrégé, École des sciences de l’éducation
Anthony Di Mascio est l’auteur de The Idea of Popular Schooling in Upper Canada: Print Culture, Public Discourse, and the Demand for Education (McGill-Queen’s University Press, 2012), qui examine les origines de la scolarité dans le Haut-Canada à la fin du XVIIe et au début du XIXe siècles. Anthony fait partie du comité consultatif de la Revue d’histoire de l’éducation et du comité scientifique de la Revue canadienne de l’éducation.
|Ontario: Thomas Peace (Huron University College)
Assistant Professor, Department of History
Thomas Peace is an assistant professor of Canadian History at Huron University College. His research focuses on schooling and settler colonialism at the end of the eighteenth and beginning of the nineteenth centuries in northeastern North America. Alongside Alison Norman, he edited a special issue of Historical Studies in Education, which revisited the histories of Indigenous schooling and literacies (http://educ.ubc.ca/special-issue-historical-studies-in-education-spring-2017/). He is an editor and frequent contributor to ActiveHistory.ca.
|Western Canada: Lindsay Gibson (University of Alberta)
Assistant Professor, Faculty of Education
Lindsay Gibson has published several journal articles and book chapters about historical thinking, history teacher education, the ethical dimension of history, and assessment of historical thinking. Prior to completing his PhD Lindsay taught secondary school history and social studies for twelve years and recently he has worked on K-12 social studies curriculum writing teams in B.C. and Alberta. Lindsay is on the Executive Board of the Historical Thinking Project and organizes an annual Historical Thinking Summer Institute in partnership with Canada’s National History Society. He has worked on a variety of history education projects with The Critical Thinking Consortium (TC2), and regularly consults with different organizations on the development of historical learning resources.
|Graduate Student Representative: Mark Currie (University of Ottawa)
PhD student, Faculty of Education
Mark Currie is working toward his PhD in Education at the University of Ottawa, focusing his research on antiracist historical consciousness. He is the Education Steward for CUPE 2626, a member of the uOttawa Education Graduate Student Association’s Financial Committee, a member of uOttawa’s Critical Research Collective, and the Eastern Ontario Communications Officer for the Equity Knowledge Network (RSEKN). Prior to starting his PhD, Mark completed his Master of Arts in Island Studies at the University of Prince Edward Island and achieved his Master of Teaching from Griffith University in Queensland, Australia.