Kent den Heyer

Kent den Heyer

Associate Professor, Social Studies Education

Secondary Education
447 Education South
780-492-4270
kdenheye@ualberta.ca

Kent den Heyer earned his Ph.D in Curriculum Studies from the University of British Columbia, MA from The Ontario Institute for Studies in Education at the University of Toronto, B.Ed from Mount Allison University, and BA (history and philosophy) from Carleton University, Ottawa, Canada. At UBC, he worked in Centre for the Study of Historical Consciousness [http://www.cshc.ubc.ca/ ] dedicated to research into the intersections of collective memory, history education, social psychology, and media studies, and, at the Canadian federally funded Public Knowledge Project [http://www.pkp.ubc.ca/ ] seeking to enhance the scholarly and public quality of academic research through innovative online environments.

Dr. den Heyer has taught a range of subjects and grades in schools in Canada , Japan , Taiwan , and Colombia , prospective social studies teachers in Canada and the United States , and has developed workshops on citizenship and democratic education for international scholars. He presently serves on the editorial board for the Journal of Curriculum and Pedagogy and is a former Co-chair on the Governing Council for the Curriculum and Pedagogy conference [http://www.curriculumandpedagogy.org/ ]

He has published and presented research internationally on student and teacher interpretations of the conditions necessary for social change, psychoanalytic approaches to anti-racist education, and curriculum theory. His future work now in progress examines possible educational implications in the work of the French philosopher Alain Badiou, the role of literature in historical consciousness, investigating and initiating mechanism to contest the commercialization of public education, dis/utopian visions of education, and the life work of R. Buckminster Fuller [ http://www.bfi.org/ ].

 

Selected Publications and Presentations

 

Scholarship related to curriculum and Alain Badiou

 

den Heyer, K., Conrad, D. (2011). Using Alain Badiou’s ethic of truths to support an ‘eventful’ social justice teacher education program Journal of Curriculum Theorizing 27(1), 7-19.

den Heyer, K (2010) “Alain Badiou: a becoming subject to education” Educational Philosophy and Theory , 42(2).

den Heyer, K. (2010). Thinking education through Alain Badiou. (Editor). Wiley-Blackwell.

den Heyer, K. (2009). Education as an affirmative invention: Alain Badiou and the purpose of teaching and curriculum. Educational Theory, 59(4), 441-463.

den Heyer, K. (2009). What if curriculum (of a certain kind) doesn’t matter? Curriculum Inquiry. 39(1), 27-40.

 

Scholarship related to teacher education

 

den Heyer, K., Abbott, L. (in press, Curriculum Inquiry). Reverberating echoes: Challenging teacher candidates to tell and learn from entwined narrations of Canadian history

den Heyer, K. (2009). Sticky points: teacher educators re-examine their practice in light of a new Alberta social studies program and its inclusion of Aboriginal perspectives. Teaching Education, 20(4), 343-355.

This is a preprint and an electronic version of an article whose final and definitive form will be published in 'Teaching Education'(c) 2009 Copyright Taylor & Francis; 'Teaching Education' is available online at:

http://www.informaworld.com/openurl?genre=article&issn=1047-6210&volume=20&issue=4&spage=343 

 

 

Scholarship on agency – related to historical fiction and imagination, curriculum history and students’ historical reasoningabout social change

 

den Heyer, K., & Fidyk, A. (2007). Configuring historical facts through historical fiction: Agency, art-in-fact, and imagination as stepping stones between then and now. Educational Theory, 57 (2).

This is an electronic version of an article published in Educational Theory complete citation information for the final version of the paper, as published in the print edition of Educational Theory, is available on the Blackwell Synergy online delivery service, accessible via the journal's website at http://www.blackwellpublishing.com/edth or http://www.blackwell-synergy.com/

den Heyer, K. (2003). The historical agency of Ted. T. Aoki in scholarly fugues, communities and change. Educational Insights, 8(2). Available: http://www.ccfi.educ.ubc.ca/publication/insights/v08n02/aoki/denheyer.html

den Heyer, K. (2003). Between every ‘now’ and ‘then:’ A role for the study of historical agency in history and citizenship education. Theory and Research in Social Education 31(4) pp.411-434

On contrasting interpretations of agency in the work of Anthony Giddens and Alain Tourraine

 

den Heyer, K. (2003). Historical agency and social change: Something more than ‘symbolic’ empowerment. Curriculum and Pedagogy for Peace and Sustainability . Louise Allen, Donna Breault, Danny Cartner, Bryan Setser, Michael Hayes, Ruben Gaztambide-Fernandez, Karen Krasny (Eds). Troy, NY: Educator's International Press.

 

On agency rather than citizenship in social studies

 

den Heyer, K. (2006). Defining presence as agents of social life and change. In G. Richardson & D. Blades Troubling the canon of citizenship education. New York : Peter Lang.

 

Scholarship related to history and social studies education: theory and pedagogy

 

den Heyer, K. (2009). Implicated and called upon: Challenging an educated position of self, others, knowledge and knowing as things to acquire, Critical Literacy: Theories and Practices, 3(1), 26-36.

den Heyer, K. (2005). To what questions are schools answers? And what of our courses? Animating throughline questions to promote students’ questabilities. Canadian Social Studies. Available:

http://www.quasar.ualberta.ca/css/Css_39_2/ARdenHeyer_throughline_questions.htm 

den Heyer, K. (2005). R. Buckminster Fuller's "Great Pirates:” An investigation into narrative coherency and analysis in world history courses. World History Connected.

den Heyer, K. (2005). History lessons and the manufacturing of significance: An essay review of S. G. Grant’s “History lessons:Teaching, learning, and testing in U.S. high school classrooms.” Journal of Curriculum Theorizing.

den Heyer, K. (2004). A dialogue on narrative and historical consciousness. In Peter Seixas (Ed). Theorizing Historical Consciousness. University of Toronto Press.

den Heyer, K. (2002). A review essay of Historical Empathy and Perspective Taking in the Social Studies. Davis, O. L. Jr, Yeager, E. A. and Foster, S. J. (Eds.). In The Education Review. Gene Glass (Ed.). Available: http://coe.asu.edu/edrev/ search-term “den Heyer”

 

Scholarship related to curriculum studies and learning and public intellectuality

Fidyk, A., Wallin, J., & den Heyer, K (Eds). (2008). Democratizing Educational Experience: Envisioning, Embodying, Enacting. Troy, NY: Educator’s International Press.

den Heyer, K. (2008). “Yes, but if we have students think all day when will we get anything done?” Two conceptual resources to engage students in democratically dangerous teaching. Teachers and Teaching: Theory and Practice, 14 (3), 253-263.

den Heyer, K., Pifel, A. (2007) Extending responsibilities for schools beyond the school door. Policy Futures in Education. 5(4), 567-580.

den Heyer, K. (2006). Not waiting for Godot or for public intellectuals: An argument in support of engaging public intellectuality. “Perspectives” Journal of Curriculum and Pedagogy.

 

Invited publications & presentations

 

Contributing author in Henderson, J., & Gornik, R. (2007). Transformative Curriculum Leadership (3rd edition). Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.

Invited ‘Special Breakout’ speaker for the 2008 Alberta Teachers’ Association Specialist Council Conference, Banff, AB, October 18, 2008.

Invited Keynote speaker for the 2008 Social Studies Summer Institute, Edmonton, AB, August 12, 2008.

den Heyer, K. (2008). Assessing what matters in Alberta's new social studies curriculum. Presentation delivered to the Alberta Teachers’ Association and The Alberta Assessment Consortium meeting, May, 9, Edmonton, AB.

den Heyer, K. (2008). Curriculum change and conceptual shifts. Presentation delivered to the Canadian Rockies School District, June, 9, Banff, AB.

 

Peer reviewed presentations

 

den Heyer, K. (2008). A Study of Conceptual Resources for Teacher Education to Help Public School Curriculum Change Stick. Paper presented at the American Educational Research Association, New York, NY.

den Heyer, K. (2008). Badiou and education: the possibility of new possibilities. Panel organizer and paper presented at the American Educational Research Association, New York, NY.

den Heyer, K. (2008). Education as an affirmative invention. Paper presented at the National Council for the Social Studies, San Diego, CA.

den Heyer, K., Abbot, L. (2008). Contending with Marginalized Historical Narratives. Paper presented at the Canadian Society for the Study of Education, Vancouver, BC.

den Heyer, K. (2008). Critical thinking as narrative competence. Paper presented at the Canadian Society for the Study of Education, Vancouver, BC.

den Heyer, (2007). Extending the Responsibilities of Schools Beyond the School Door. Paper presented at the American Educational Research Association, Chicago, IL.

den Heyer, K. (2006) Building public disciplinary communities. Paper presented at the American Educational Research Association, San Francisco , CA .

den Heyer K. & Fidyk, A. (2006). Configuring the historical facts of they/then and we/now through historical fiction. Paper presented at the American Educational Research Association, San Francisco , CA .

den Heyer, K. (2005). R. Buckminster Fuller’s “Great Pirates:” An investigation into narrative coherency and analysis in world history courses. Paper accepted for the American Education Research Association Conference, Montreal , PQ .

den Heyer, K., McCabe, D., Pifel, A. (2005). Extending the Responsibilities of Schools Beyond the School Door. Paper accepted for the 6th Annual Curriculum and Pedagogy Conference, Oxford , Ohio .

den Heyer, K. (2005). Just roiling along our tenure and promotion tracks: A counter proposal for an experiment with public intellectuality. Paper accepted as part of a special ‘town hall’ full-conference session for the 6th Annual Curriculum and Pedagogy Conference, Oxford , Ohio .

den Heyer, K. (2004). Making choices: Locating agency in historical documents. Paper presented at the College and University Faculty Assembly of the National Council of Social Studies, Baltimore, MD.

den Heyer, K. (2004). "Yes, but if students think all day, when will we get anything done?” Three ideas to spark pre-service teachers’ resistance to dangerous teaching. Paper presented at the American Education Research Association Conference, San Diego, CA.

den Heyer, K. (2004). A qualitative study into how experienced history teachers explain what makes social change possible. Paper presented at the American Education Research Association, San Diego, CA.

Steers van Hamel, D., Chan, E., den Heyer, K., Mayer, S., Murphy, S., Pearce, M, Orillion, M., Keller, S., Kilgor, J. (2004). Claiming the Canon: A Collaborative Investigation of Our Identities as Curriculum Scholars. Paper presented at the American Education Research Association Conference, San Diego, CA.

den Heyer, K. (2003). Preliminary drawings from pictures of change: Studying interpretations of agency and social change in the work of experienced social studies/history teachers. Paper presented at the College and University Faculty Assembly of the National Council for the Social Studies, Chicago, Ill.

den Heyer, K. (2003). Capitalist swoops and the lofty flights of “postie” theorizing: Grounding students in a critical analysis of curriculum. Paper presented at the Canadian Society for the Study of Education, Halifax, NS.