** The president’s chief role is to organize the next
biennial conference, which will take place in October 2024.**
Self-nominations are welcome.
The president, and the CHEA/ACHÉ executive,
are the public face of CHEA/ACHÉ. They represent its approximately 120 members,
who are professors, independent scholars, archivists, people employed in museum
and other cultural venues, K-12 teachers, and graduate students.
The president leads the CHEA/ACHÉ executive
and organizes the biennial conference.
Individuals interested in the position of
CHEA/ACHÉ president should submit their name and the host institution for the
conference as well as a proposed conference city. The conference city need not be the same city as where the
host institution is located.
The CHEA/ACHÉ president is voted by the
members. Individual nominations received through this process must be voted by
the members. This vote will take place electronically.
The rest of the executive will also be
elected electronically as part of this vote. Nominees for CHEA/ACHÉ president
who would like to present a full or partial executive slate with their
nomination at this time are encouraged to do so. However, having a complete
slate is not a requirement for
nomination for president.
Please address and send your nomination to
Jason Ellis (firstname.lastname@example.org), Acting
president, CHEA/ACHÉ and Catherine Gidney (email@example.com),
Nominations are due by December 15th, 2022.
Please contact Jason Ellis (firstname.lastname@example.org), Acting president, CHEA/ACHÉ with your questions.
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 2018-2020
President: Helen Raptis (University of Victoria)
On leave of absence; Jason Ellis acting president, see below Associate Professor, Department of Curriculum and Instruction email@example.com 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).
Acting President: Jason Ellis (University of British Columbia)
Acting Vice President: Thomas Peace (Huron University College, Western University) firstname.lastname@example.org
Past President: Catherine Gidney (St. Thomas University)
Adjunct Research Professor, Department of History email@example.com Twitter: @GidneyCatherine 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 firstname.lastname@example.org 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 Toronto)
Assistant Professor, Department of History email@example.com Funké Aladejebi is Assistant Professor of History at the University of Toronto. 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 firstname.lastname@example.org 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 email@example.com 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 British Columbia)
Assistant Professor, Department of Curriculum & Pedagogy firstname.lastname@example.org 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 email@example.com 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.