Prix Pat-Clifford
Lauréate du prix Pat Clifford 2010
L’ACE est heureuse de reconnaître Carla Peck, Ph.D., professeure adjointe d’éducation en études sociales de la Faculté d’éducation élémentaire de l’Université d’Alberta, pour souligner les répercussions que ses travaux promettent d’avoir sur la recherche et les pratiques, contribuant à transformer l’enseignement et l’apprentissage de l’histoire et de la citoyenneté au Canada.
Pour plus de renseignements sur Carla Peck, Ph.D., veuillez visiter son site : http://carlapeck.wordpress.com
Resources d’informations supplémentaires :
Peck, C. L. (2009). Peering through a kaleidoscope: Identity, historical understanding and citizenship in Canada. Citizenship Teaching and Learning, 5(2), 62-75. Retrieved from http://www.citized.info/pdf/eJournal/journal%20website.pdf
Peck, C. L. (in press). Doing history at Fox Creek School. One World: The Journal of the Alberta Teachers Association Social Studies Council, 43(1), 9 pp.
Peck, C. L. (in press). Ethnicity and Students’ Historical Understandings In P. Clark (Ed.), Cliffs and Chasms: The Landscape of History Education Research in Canada (pp. 25). Vancouver: UBC Press. Available Spring 2011.
Peck, C. L. (in press). “It’s not like [I’m] Chinese and Canadian. I am in between”: Ethnicity and students’ conceptions of historical significance. Theory and Research in Social Education.
Peck, C. L., Sears, A., & Donaldson, S. (2008). Unreached and Unreasonable: Curriculum Standards and Children’s Understanding of Ethnic Diversity in Canada. Curriculum Inquiry, 38(1), 63-92.
Peck, C. L., & Seixas, P. (2008). Benchmarks of Historical Thinking: First Steps. Canadian Journal of Education, 31(4), 1015 – 1038.
Peck, C. L., Thompson, L. A., Chareka, O., Joshee, R., & Sears, A. (2010). From getting along to democratic engagement: Moving toward deep diversity in citizenship education. Citizenship Teaching and Learning, 6(1), 61-75. doi: 10.1386/ctl.6.1.61_1
Peck, C. L. (in press). “It’s not like [I’m] Chinese and Canadian. I am in between”: Ethnicity and students’ conceptions of historical significance. Theory and Research in Social Education, 38 (4).
