Peter Seixas, University of British Columbia
Curriculum and Pedagogy
Professor
Vancouver, British Columbia
peter.seixas@ubc.ca
Office:
(604) 822-5277
Expert In
Bio/Research
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 (ww...
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Bio/Research
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.
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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.
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