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The University of British Columbia
- a place of mind
- Faculty of Education
- Department of Curriculum and Pedagogy
Dr. Seixas taught social studies in Vancouver schools for fifteen years before coming to UBC. Currently, in addition to teaching in the graduate and undergraduate programs, his major activities stem from his role as the founding Director of the Centre for the Study of Historical Consciousness (www.cshc.ubc.ca). The Centre’s mandate is to foster research and research networks that link history education, historiography, collective memory and historical consciousness, i.e., the fields of inquiry that investigate how people think about, understand, and use the past. The Centre provides a home for researchers who are pushing the boundaries of history education research beyond formal institutions like schools and museums, while it offers scholars of collective memory support to develop the policy implications of their work.
Dr. Seixas’ research investigates young people’s historical consciousness, the relationships among disciplinary and extra-disciplinary approaches to thinking about the past, the education and professional development of history teachers, history curriculum and instruction, and school-university collaboration.
He has received research grants and fellowships from the Canada Research Chairs, the Canada Fund for Innovation, the British Columbia Knowledge Development Fund, the Spencer Foundation, the American Council of Learned Societies, the Hampton Fund, and Killam Research Fellowships.
Peck, Carla*, Stuart Poyntz* and Peter Seixas. “‘Agency’ in students’ narratives of Canadian History.” In Lukas Perikleous and Denis Shemilt, eds. The Future of the Past: Why History Education Matters (Association for Historical Dialogue and Research, 2011), pp. 253-282.
Ercikan, Kadriye and Peter Seixas. “Assessment of higher order thinking: the case of historical thinking,” in Gregory Schraw, ed., Assessment of Higher Order Thinking Skills, (Scottsdale: Arizona, Information Age Publishing, 2011), pp. 245-261.
Seixas, Peter, “Assessment of historical thinking.” In Penney Clark, ed. New Possibilities for the Past (Vancouver: University of British Columbia Press, 2011), pp. 139-153.
Seixas, Peter and Penney Clark, “Obsolete icons and the teaching of history.” In Penney Clark, ed. New Possibilities for the Past (Vancouver: University of British Columbia Press, 2011), pp. 282-301.
Seixas, Peter. “University-Based Research on History Didactics: A Canadian Story.” In J. Hodel & B. Ziegler (Hg.)Forschungswerkstatt empirisch 09. Beiträge zur Tagung "geschichtsdidaktik empirisch 07" (Geschichtsdidaktik heute, Band 3). Bern: hep, 2010.
Seixas, Peter, "A Modest Proposal for Change in Canadian History Education,” International Review of History Education, vol. 6, 2010.
Seixas, Peter. “National History and Beyond: An Introduction,” Journal of Curriculum Studies 41 no. 6 (2009): 719-722.
Peck, Carla and Peter Seixas, “Benchmarks of Historical Thinking: First Steps,” Canadian Journal of Education, 31, no.4 (2008). http://www.csse.ca/CJE/Articles/CJE31-4.html
Seixas, Peter. “’People’s History’ in North America: Agency, Ideology, Epistemology,” In S. Berger, L. Eriksonas and A. Mycock (Eds.), Narrating the Nation: Representations in History, Media and the Arts, (New York: Berghahn Books, 2008), pp. 269-289.
Seixas, Peter. “Popular Film and Young People's Understanding of the History of Native American-White Relations.“ In Celluloid Blackboard: Teaching History with Film, ed. Alan S. Marcus (Greenwich CT: Information Age Publishing, 2007), 99-120.
Seixas, Peter. “Who Needs a Canon?” In Beyond the Canon: History for the 21st Century, ed. Maria Grever and Siep Stuurman (London: Palgrave-Macmillan), 2007, pp. 19-30.
Seixas, Peter (ed.). (2004) Theorizing Historical Consciousness, Toronto: University of Toronto Press.
Seixas, Peter and Penney Clark. (2004) "Murals as Monuments: Students' Ideas about the Origins of Civilization in British Columbia", in American Journal of Education, 110 (2/2004), Chicago: University of Chicago Press, pp. 146-171.
