| This Master's thesis examines how a history teacher subject position emerges from the discursive practices of history teachers teaching about race and racism in Canadian history. It use semi-structured and focus group interviews, classroom observations, and analysis of documents and cultural-visual material to track the formation of the subject position across a range of discursive and material contexts. Through Foucault's theories on power/knowledge and governmentality, the researcher identifies how the role of the history teacher subject serves as rationalization to the deployment of history as moral education for students. She illustrates how the history teacher subject produces and mediates knowledge of race and racism in curriculum and manages their own conduct in order to mobilize student affect, while considering how pedagogy inherently fails as a practice of prediction and control. These findings have implications for educators and researchers interested in history education, teacher identity, and teaching about race and racism. |
