Ph.D. University of Toronto
M.A. University of British Columbia
B.Ed. University of British Columbia
B.A. University of British Columbia
History and social studies education, historical consciousness, historical thinking, memory studies, settler colonialism, difficult histories
Journal Articles (refereed)
Miles, J. & Keynes, M. (2023). The problem of teleological history education and the possibilities of a multiscalar, multispecies and non-continuous history. Rethinking History. https://doi.org/10.1080/00933104.2022.2115959
Miles, J. & Gibson, L. (2022). Rethinking presentism in history education. Theory and Research in Social Education. https://doi-org.tc.idm.oclc.org/10.1080/00933104.2022.2115959
Miles, J. (2022). Guilt, complicity, and historical responsibility: Towards a pedagogy of complex implication. Pedagogy, Culture and Society, https://doi.org/10.1080/14681366.2022.2064537
Miles, J. (2021). Scattered memories of difficult history and museum pedagogies of disruption. Journal of Museum Education, 46(2), 272-281. https://doi.org/10.1080/10598650.2021.1911537
Miles, J. (2020). Curriculum reform in a culture of redress: How social and political pressures are shaping social studies curriculum in Canada. Journal of Curriculum Studies, 53(1), 47-64. https://doi.org/10.1080/00220272.2020.1822920
Miles, J. & Springgay, S. (2020). The indeterminate influence of Fluxus on curriculum and pedagogy. International Journal of Qualitative Studies in Education, 33(10), 1007-1021. https://doi.org/10.1080/09518398.2019.1697469
Miles, J. (2019). Seeing and feeling difficult history: A case study of how Canadian students make sense of photographs of Indian residential schools. Theory and Research in Social Education, 47(3), 1-26. https://doi.org/10.1080/00933104.2019.1626783
Miles, J. (2019). Historical pageantry and progressive pedagogy at Canada’s 1927 diamond jubilee celebration. Historical Studies in Education, 31(2), 1-25. https://doi.org/10.32316/hse-rhe.v31i2.4663
Miles, J. (2018). Teaching history for truth and reconciliation: The challenges and opportunities of narrativity, temporality, and identity. McGill Journal of Education, 53(2), 291-311. https://doi.org/10.7202/1058399ar
Book Chapters (refereed)
Miles, J. & Thind, R. (2022). Comparing historical injustices: The possibilities and challenges of teaching multiple injustices from an anti-cololonial perspective. In L. Harris, M. Sheppard, & S. Levy (Eds.). Teaching difficult histories in difficult times: Stories of practice (pp, 129-141). Teachers College Press.
Miles, J. (2021). Redressing historical wrongs or replicating settler colonialism? In M. Keynes, H. Elmersj., D. Lindmark, & B. Norlin (Eds.). Historical justice and history education (pp. 249-267). Palgrave Macmillan.
Journal Editorials
Miles, J. (2021). The ongoing crisis and promise of civic education. Curriculum Inquiry, 51(4), 381-388. https://doi.org/10.1080/03626784.2021.1953294
Miles, J. & Nayak, P. (2020). Curricular co-presences and an ecology of knowledges. Curriculum Inquiry, 50(2), 99-104, DOI: 10.1080/03626784.2020.1776970
Miles, J. (2019). Historical silences and the enduring power of counter storytelling. Curriculum Inquiry, 49(3), 253-259. https://doi.org/10.1080/03626784.2019.1633735