The teaching of history and democratic citizenship: Ken Osborne

Article Response~Jennifer Crosson

Contextual Understanding:
The principal understanding from Osborne’s article is that the success of a
democracy depends on the acquired knowledge, skills and values of its citizens and
their ability to balance the interests of nation with the larger global community. He says
in order to ensure future generations are equipped with necessary abilities nations must
carefully effect these attributes of citizenship to learners (Osborne, 2008).Therefore,
history curriculum must not simply aim to analyze and learn about issues that are
important, but also to immerse students in learning through engagement.
Osborne helps the reader understand democratic citizenship and how it relates to
the study and teaching of history, through a careful analysis of the evolution of history,
citizenship and schooling. He describes the struggles between conservative and
socialist historians and arguments that led to new directions in the discipline.
Osborne concludes his analysis of the evolution of history with a discussion of
historical knowledge, thinking and citizenship as it relates to present day curriculum.
Through examples he acknowledges the ingenuity of educators, despite curricular
restraints, in being innovators in their practises by skillfully orchestrating engaging
lessons that incorporate historical knowledge and thinking and skills of citizenship.

“Aha Moments”/ Question & Thoughts:

Osborne’s chronology of historical events made understanding of the main events in
the evolution of history, and history in education easy to follow.
Through his argument that historical teachings of the past used narrative to
disempower, he illuminates the innovation of current practises by the way teachers use
it to inspire, engage and illicit critical examination (Osborne, 2008). I find that story
telling in all aspects of education lends itself to sharing experiences, much like we did in
the first assignment, which aids in the creation of safe spaces that students can
cultivate skills needed for our futures.
Perhaps because of my academic background the article resonated with me and
inspired me to look further into his work. Osborne’s work, To the Past: Wy We Need to
Teach and Study History, further elaborates the pedagogy of history and curriculum. It
occurred to me, upon reflection of my four year undergraduate study in history and fifth
year of professional development at university, that I couldn’t remember one course that
focused on the “history of history” or its affect on curriculum in education. Which made
me wonder, if Ken Osborne’s tenure in the faculty of history, at the University of
Manitoba led him to research as a result a need he saw in teacher education programs.
The study of history and history in education illuminates the reader to the reality that
teachers throughout history, have adapted their practises to meet the needs of society
through innovative practises in all disciplines. Which prompted me to contemplate and
come to the conclusion, that teachers are intrinsically motivated learners and by the
very nature of our chosen careers, continually evolve in our understandings thereby our
practises as purveyors of knowledge?
Once I finish my very busy summer of learning I am going to enjoy learning more
about the history of history!
Osborne, K. (2008). The teaching of history and democratic citizenship. In R. Case & P. Clark
(Eds.), The anthology of social studies, volume 2: Issues and strategies for secondary
teachers (pp. 3–14). Vancouver: Pacific Educational Press.

Osborne, Ken. "’To the Past’: Why We Need to Teach and Study History." In To the Past: History
Education, Public Memory, and Citizenship in Canada, edited by Ruth W. Sandwell, 103-131.
Toronto: University of Toronto Press, 2006.