معرفی
Professor Mairi Cowan is a Teaching Professor in the Department of Historical Studies at the University of Toronto Mississauga (UTM), affiliated with the Institute for the Study of University Pedagogy. Her research specializes in late medieval and early modern Scotland and New France, with particular focus on social/religious history, colonial encounters, and microhistorical approaches to bewitchment and demonology.
Her research interests span
- Scottish Reformation and Catholic survival
- Indigenous-European religious interactions in New France
- Colonial francisation policies and resistance
- Historical pedagogy and critical thinking development
- Microhistory methodology
- Academic integrity education
Analysis of her 15 most recent publications reveals a dual scholarly trajectory: historical research concentrated in Scottish/New French religious history (73% of works) and pedagogical scholarship focused on history education (27%). Key recurring themes include colonial power dynamics, religious syncretism, and innovative teaching methods for large undergraduate classes. Her work frequently bridges Atlantic World history with contemporary educational challenges.
Scientific recognition includes:
- Ontario Confederation of University Faculty Associations Teaching Award
- Canadian Historical Association Teaching with Primary Sources Award
- E.A. Robinson Teaching Excellence Award (UTM)
- Wilson Book Prize for edited collection French Connections
Professor Cowan actively develops teaching resources through The Champlain Society and Borealia blog, focusing on decolonizing historical narratives and making primary sources accessible. Her current projects include podcast production about colonial monuments and digital humanities resources for world history instruction. She serves on university committees addressing academic integrity and teaching innovation, notably co-authoring the influential Engaging Students to Think Critically in a Large History Class (HEQCO, 2014).
Her work operates at the intersection of rigorous historical scholarship and transformative pedagogy, consistently demonstrating how deep historical understanding informs contemporary educational practice.
