Histoire - Publications // History

Submission

(2024) Jones, Lori; Dekker, Jennifer

This writing guide sheds light on the questions frequently asked by the student community about the research and writing processes in history.

Submission

Guide de rédaction (Histoire)

(2023) Audet, Anika; Dekker, Jennifer; Chaplain-Corriveau, Simon-Pierre; Fianu, Kouky

Ce guide de rédaction est un outil de travail éclairant des questions fréquemment posées par la communauté étudiante sur les processus de recherche et de rédaction en histoire.

Submission

"There are enough employees in the workforce: training them is key"

(2014-04-10) Gaffield, Chad; Herbert-Copley, Brent

When it comes to the current debate on skills and employment in Canada, however, it may be the "unknown knowns" that are most important. We have oceans of reports and statistics but if their findings are not synthesized, research can't guide policy and won't tell new graduates much about the labour market of today, or how to prepare for the future. So what happened when 16 teams of researchers working across the country took a look at the existing research on skills and labour markets? Here is some of what they discovered: 1. Canada is unlikely to face a generalized shortage of skilled labour now or in the coming decades, despite an aging population and the changing skill requirements of many occupations. Our labour force continues to expand due in part to longer work lives, while important groups of workers (youth, aboriginal, persons with disabilities, skilled immigrants) are significantly "under-utilized" in the labour market. As in the past, future skills gaps are likely to be cyclical and focused on particular industries and regions.

Submission

"Educational History, the Spatial Turn, and Digital Scholarship: Reflections on the concept of educational spaces"

(2016) Gaffield, Chad

At the heart of the discipline of History is a conviction that context matters. But there seems to be less and less agreement on how to define the appropriate context for research. National history is having a particularly hard time these days as researchers focus on the changing flows of ideas and people, processes and products, across official geo-political boundaries. But micro history is similarly in trouble for having distracted researchers from the suppos- edly important historical questions or for becoming trivial in comparison to Big History (Guldi/Armitage 2014). At first glance, such developments may appear to complicate rather than clarify metaphysical and epistemological decisions especially for educational historians who have so successfully shown the central importance of mass schooling to the making of modernity. Indeed, such research during the past half-century has played an important role in the re-thinking of the nineteenth and twentieth centuries. Micro histories compellingly analyzed school at- tendance patterns in the context of changing family and community life. National histories revealed how governments embraced schools as projects of state formation. Thematic studies showed how education reflected and inspired changing norms, policies and experiences of class, gender and ethnicity. Taken together, such work along with many other contributions moved educational history from the margins to the mainstream of efforts to understand the profound transformations following the Age of Revolutions.