The History of the Precariousness of Women’s Voices and Stories Within History Curriculum in Ontario

This chapter examines the historical basis for the precarious status of women’s history narratives in history teaching today. Historically, women have been featured in history texts and resources for their unique stories but have remained outside the historical canon as their stories have been celebrated through separate units or courses. The authors demonstrate how the past 50 years reflect ongoing government and educational resistance to major systemic change for more integrated and diverse gender representation in curricula. Despite rich scholarship in the field, and ongoing societal demands that have broaden the definition of gender, school history resources have centred on an “add women” approach, resulting in limited change to curricula over the last several decades.