معرفی
Kent den Heyer is a Professor of Secondary Education in the Faculty of Education at the University of Alberta. He has taught prospective educators and graduate students at universities in Canada and the US since 2004, specializing in social studies education, curriculum theory, and educational philosophy.
Dr. den Heyer earned his PhD 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. His educational background reflects his interdisciplinary approach to education research.
His research interests focus on student and teacher conceptions of what makes social change possible, different ways of storying Canada's past, present, and future, and alternative practices of curriculum theory and pedagogy. A significant portion of his work applies Alain Badiou's philosophy to educational contexts, particularly exploring the concept of the 'educational event' and 'truth procedures' in teaching and learning.
Dr. den Heyer's publications reveal a consistent trajectory exploring historical agency, curriculum innovation, and critical approaches to social studies education. His recent work increasingly focuses on futures thinking in education, examining how considerations of the future can inform historical understanding and present educational practices. His scholarship bridges theoretical philosophy with practical classroom applications, particularly in social studies and history education.
He currently serves as the Editor-in-Chief of Canadian Social Studies, Canada's leading social studies journal, a position he has held since 2011. This editorial role demonstrates his leadership in the field of social studies education in Canada.
Dr. den Heyer has developed and taught courses including EDSE 504 (Curriculum Inquiry) and EDSE 620 (Advanced Research Seminar in Secondary Education II). His teaching reflects his research interests, emphasizing critical approaches to curriculum and pedagogy. His international presentations and collaborations demonstrate the reach and impact of his work beyond Canadian educational contexts.
