The key objective of this investigation was to uncover attitudes and pedagogical comparisons of a sampling of secondary social studies teachers in three schools in eastern Ontario, Canada. The researchers sought to gain insight into how historical and current United States (US) policies are addressed in the provincial curriculum. Moreover, teachers were interviewed to reveal how US and Canadian geographical, historic, economic and political issues are discussed in their classrooms. Broader implications for teachers in the United States and Canada are also considered.
References
1.
AlexanderR.J. (2009) Towards a Comparative Pedagogy, in CowenR. & KasamiasA.M. (Eds) International Handbook of Comparative Education, pp. 911–929. New York: Springer.
2.
ArnoveR.AltbachP. & KellyG. (1992) Emergent Issues in Education: comparative perspectives. Albany: State University of New York Press.
3.
ArnoveR.F. & TorresC.A., (Eds) (2003) Comparative Education: the dialectic of the global and the local, 2nd edn.Lanham, MD: Rowman & Littlefield.
4.
BenderT., (Ed.) (2002) Rethinking American History in a Global Age. Berkeley, CA: University of California Press.
5.
CowenR. (2009) Then and Now: unit ideas and comparative education, in CowenR. & KasamiasA.M. (Eds) International Handbook of Comparative Education, vol. 22, Section 8, 1277–1294.
6.
CrossleyM. (2000) Bridging Cultures and Traditions in the Reconceptualisation of Comparative and International Education, Comparative Education, 36(3), 319–332. https://dx-doi-org.web.bisu.edu.cn/10.1080/713656615
WilsonD.A. (2000) The State of Comparative and International Education, in Feng-jihu LeeE. (Ed.) Education Theory and Practice in the New Century, pp. 113–135. Taipei: Wen.
24.
WilsonD.A. (2003) The Future of International and Comparative Education in a Globalised World, in BrayM. (Ed.) Comparative Education: continuing traditions, new challenges, and new paradigms, pp. 15–33. Dordrecht: Kluwer.
