A programme of historical study known as "world history" is part of the social studies offerings of almost all the Canadian provinces. The purpose of this inquiry is to examine and evaluate the conceptions of world history embodied in these programmes. Authorized textbooks and provincial Department of Education curriculum bulletins are the two principal sources which are examined and analyzed in order to discover the organization and scope of the programmes, and the interpretations they embody. The recent views of English-speaking histories on the problem of defining and writing world history are examined as a basis for evaluation. The conceptions of world history are summarized and evaluated in terms of interpretation and world perspective. Conclusions are drawn as to the basic weaknesses of present approaches to the formulation of world history programmes, and some suggestions are offered as to the direction to be followed if viable programmes are to be introduced. / Education, Faculty of / Graduate

This project explores the racialized construction of the Canadian nation through the teaching of history and the discourse of multiculturalism, and investigates the ways in which young people experience and make sense of history, nation and race in the context of 'official' narratives of the nation. I begin by reviewing the literature of critical race theory, then use this theoretical framework as a lens through which to review the literature of qualitative studies of young people's historical meaning-making. Following a discussion of the methodological approach, I analyse the construction of race and nation through the discourse of Canadian history, as manifested in a variety of sites, including federal policy, curriculum frameworks, textbooks, and the Historica Foundation's Heritage Minutes. Finally, I present the results of a conversation with youth about their experiences with and views of race, nation and history.

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The purpose of this study is to explore how the Arabic novel can and does challenge the conventional characterization of what constitutes constructive Middle East historiography. The thesis draws on a case study of undergraduate history course syllabi in order to highlight a number of crucial issues related to Arabic literature and the production of modern Middle East history. My analysis of the syllabi concludes that in general, Arabic novels in translation are part of a varied group of resources selected by a professor in order to complement the "official" histories provided by textbooks and government documents. The novel is deemed helpful because it often describes the "ordinary" or daily life of people. Also, the novel is presented as the contribution of an "indigenous voice" to the historical narrative.

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