My latest article, “Challenging Colonial Spaces: Reconciliation and Decolonizing Work in Canadian Archives,” can now be found in the Canadian Historical Review.
For interested folks, here is the abstract for the article:
As historians and the public engage with, address, and teach the history of residential schools, it is important to look at how that history has been recorded, taught, and preserved in Canada. The examination of archival structures illuminates the incompatible nature of many archival practices and Indigenous ways of knowing. Set within a context of reconciliation efforts, this article seeks to highlight existing colonial frameworks within the Canadian archival system and explore the impact of the Truth and Reconciliation Commission of Canada on Canadian archival practices.
Photo credit: Peter Lewicki on Unsplash
My latest co-authored piece written with Andrea Eidinger, “A Beginner’s Guide to Live-Tweeting Academic Conferences” can be found over at Unwritten Histories.
In this post Andrea and I discuss the benefits of live-tweeting and share some of our tips for tweeting during academic events.
My latest post, “Trees as Historical Markers and Holders of Memory” can be seen over at Active History. The post looks at the history of the two pine trees on the front lawn of the Algoma/Shingwauk site and discusses trees as part of historical interpretation.
The super secret and exciting project that Andrea Eidinger and I have been working is finally out there in the world! Today we launched Beyond the Lecture: Innovations in Teaching Canadian History, an open educational resource focused on innovative pedagogy in Canadian history.
This is the first ebook in the new ActiveHistory.ca ebook series, with an additional publication being released soon.
Cover design by Taylor Jolin.
My latest post, “Using Infographics to Teach about Canadian History” is over at Activehistory.ca. This post looks at an infographic recently created by the Shingwauk Residential Schools Centre and discusses ways infographics can be used in the classroom.
This week Carly Ciufo and I launched the ActiveHistory.ca museum theme week. This week was designed to encourage conversation between museum professionals and historians, while highlighting the labour of museum professionals.
It was a pleasure to work with Carly as a co-editor and we are both very please with how the week turned out. A huge thank you to all of our fantastic contributors. Continue reading Active History Museum Theme
As is likely evident by a lot of my recent posts, I’ve been doing a lot of collaborative writing and research recently. A huge chunk of this collaborative writing has been with my
co-conspirator colleague Andrea Eidinger of Unwritten Histories. Andrea and I have a lot of project ideas and discussions about things we should work on. Late in 2018 we decided that we needed to start keeping track of all these brilliant ideas in a more formal way. Enter the spreadsheet to end all spreadsheets – or at least the spreadsheet to organize our collaborative writing projects. Continue reading Spreadsheet Beauty: Organizing The Things
My latest post, “How and When to Invite Indigenous Speakers to the Classroom” written with Skylee-Storm Hogan and Andrea Eidinger can be seen over at Activehistory.ca This post is part of a new Beyond the Lecture mini-series, specifically dedicated to the issue of teaching Indigenous history and the inclusion of Indigenous content in the classroom. This post tackles the issue of how and when to invite Indigenous speakers into classrooms.
Check out my latest post over on Unwritten Histories. This post, written in collaboration with Andrea Eidinger, looks at Celebrating Women and Non-Binary Historians. We share the submissions from our December 2018 call to celebrate folks and talk about why promoting and acknowledging the accomplishments of women and non-binary folks matters.
My latest post, “Unexpected Archival Finds: Shingwauk Student Register” can be found over at Activehistory.ca. This piece explores the recent discoveru a “Clerk’s Fee Book” that had been re-purposed as a Shingwauk Residential School student register from 1930-1941. This find by the Shingwauk Residential Schools Centre staff provides new information about the students who attended Shingwauk during this period and also inspires questions about archival ethics and unexpected records.