Instructors

Dr. Lindsay Gibson
University of Alberta

Lindsay Gibson is an Assistant Professor in Social Studies Education in the Department of Elementary Education at the University of Alberta. His doctoral dissertation completed in 2014 examined secondary school teachers’ and students’ approaches to ethical judgments about Canadian history.

He taught secondary school history and social studies for ten years in School District No. 23 (Kelowna, British Columbia), and from 2012-2015 worked as a teacher on the district Instructional Leadership Team that was awarded the Canadian Education Association’s 2015 Canadian Innovators in Education Award.

Lindsay has worked with the Historical Thinking Project since 2008 as a workshop presenter and member of the Executive Committee. He has also worked with The Critical Thinking Consortium (TC2) since 2008 as a workshop presenter, writer, editor and project manager for a variety of history education projects. Since 2012, Lindsay has been a member of the BC Ministry of Education Writing Team that drafted the redesigned K-12 Draft Curriculum, and is part of the Social Studies Expert Working Group that is currently drafting the new K-12 social studies curriculum in Alberta.

Dr. Carla Peck

Dr. Carla Peck
University of Alberta

Dr. Carla Peck is Professor of Social Studies Education in the Department of Elementary Education at the University of Alberta. Her research focuses on students’ understandings of democratic concepts, diversity, identity, citizenship and the relationship between students’ ethnic identities and their understandings of history.

Carla was a founding member of the Historical Thinking Project and continues to serve on its Executive Committee. From 2008 – 2010, she directed a professional development program with K-12 teachers in Alberta focused on teaching historical thinking. Carla regularly offers workshops at the provincial, national, and international level and serves as a consultant on numerous boards and advisory groups for history and civic organizations. She is also called on as a consultant by ministries of education regarding social studies curriculum development.

Before moving West, Carla taught elementary French and social studies in New Brunswick. Strongly committed to social justice education, Carla has always sought ways to engage students of all ages in discussions about how to make the world a more equitable and just place to live. She views a solid grounding in history and historical inquiry as foundational to these discussions.

Dr. Catherine Duquette
University du Québec à Chicoutimi

Catherine (Cate) Duquette is a professor of history education at the University du Québec à Chicoutimi. Her doctoral research focused on the relationship between student’s ability to think historically and the development of a more reflexive form of historical consciousness. For the past ten years, Dr. Duquette has taught history education with a focus on the historical thinking concepts at the undergraduate and graduate levels at several universities. She is also involved in the pedagogical development of history and social studies teachers in Quebec’s region of Saguenay-Lac St-Jean.

Cate has served on the board of the History Education Network (THEN-HiER) and she collaborates with Canada's History Society in the awarding of the Governor General prizes for the Excellence in Teaching History. She was on the consultation committee for the development of Quebec’s new History of Quebec and Canada curriculum.

Her latest research focuses on students’ difficulty to work with primary sources in particular with iconographic material. The results of the study has brought her to propose different strategies to have students more engaged with the primary sources material.

Laurie Pageau
PhD candidate, Université Laval

Laurie Pageau is a PhD candidate of Social Studies at Université Laval (graduation expected in 2020) under the direction of Jean-François Cardin and co-director Catherine Duquette.

In 2016, she submitted her master’s thesis about the perception of history of students who have failed at history ministerial examination. Her doctoral project focuses on the representations of high school students about history.

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