Truth telling in history classrooms: pedagogical responses to denialism and pseudohistory

In 2015 Canada’s Truth and Reconciliation Commission on Indian Residential Schools issued its final report and 94 Calls to Action. Since then, a polarised culture war has developed over competing truth claims about Canada’s history of settler colonialism. This article examines tensions between truth telling, denialism and pseudohistory related to the history and legacy of residential schools. It then explores the implications of this debate for K-12 history and social studies education. To help teachers and students navigate these overlapping challenges, this article discusses a range of pedagogical approaches for responding to pseudohistory and denialism in schools including detecting, disproving, disregarding, debating and deconstructing. This article articulates the strengths and limitations of each approach while acknowledging that not one approach can provide a comprehensive response. This article encourages history teachers and educators to consider which approach might be most appropriate in their context while calling for greater attention to the prevalence and spread of denialism and pseudohistory in ongoing culture wars globally.