James Miles, PhD

Area of Study / Keywords

History Education Memory Historical Injustice Social Studies Historical Thinking

Research

Peer Reviewed Books

Miles, J. & Keynes, M. (2025). Education and Historical Justice: Redress, Reconciliation and Reparations in the Classroom. Bloomsbury Academic.

Peer Reviewed Journal Articles:

Miles, J. & Gibson, L. (2026). Truth telling in history classrooms: Pedagogical responses to denialism and pseudohistory. Globalisation, Societies and Education, 1-14. https://doi.org/10.1080/14767724.2025.2608674

Gibson, L., Peck, C. L., Miles, J., & Duquette, C. (2025). Historical thinking: Trends, critiques, and future directions. Current Opinion in Psychology 65, 102088. https://doi.org/10.1016/j.copsyc.2025.102088

Miles, J. (2025). Researching history education in Canada: Plus ça change? History Education Research Journal. 22 (1), 2. https://doi.org/10.14324/HERJ.22.1.02.

Miles, J. (2024). Authenticity, absence and pedagogy on an historical injustice bus tour. Memory Studies. https://doi.org/10.1177/17506980241300610

Miles, J., Compton, A. & Herold, E. (2024). Crash Course in the classroom: Exploring how and why social studies teachers use YouTube videos. Journal of Social Studies Research. 1-14. https://journals.sagepub.com/doi/10.1177/23522798241238666

Miles, J. & Keynes, M. (2023). The problem of teleological history education and the possibilities of a multispecies, multiscalar, and non-continuous history. Rethinking History. https://doi.org/10.1080/13642529.2023.2213084

Miles, J. & Gibson, L. (2022). Rethinking presentism in history education. Theory and Research in Social Education. https://doi.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

Peer Reviewed Book Chapters:

Gibson, L. & Miles, J. (2026). Confronting residential school denialism in Canadian classrooms. In S. Carleton & N. Sinclair (Eds.). Truth Before Reconciliation: Confronting Residential School Denialism. University of Manitoba Press.

Gibson, L. & Miles, J. (2026). Thinking historically in the IB History exam. In P. Gautschi, L. Gibson, J. Wojdon, & K. Nieuwenhuyse. (Eds.) Putting History to the Test. Wochenschau Verlag.

Gibson, L. & Miles, J. (2024). A planning framework for historical inquiry. In B. Bain, A. Chapman, A. Kitson & T. Shreiner (Eds). History Education and Historical Enquiry (pp. 69-97). Information Age Publishing

Miles, J. & Herold, E. (2023). Teaching difficult histories with YouTube videos. In M. Hughes-Warrington, K. Nelson, M. Treacey (Eds.). The Routledge Companion to History and the Moving Image (pp. 298-313). Routledge.

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. 

EDEL 573 - Practitioner Research in Education

Practitioner research is a growing field of study and many school authorities encourage and recognize teacher reflection and research. This course explores methodologies of practitioner research as applied in educational settings. Students will develop an understanding of these forms of educational research and be able to apply them to their own unique contexts.

EDEL 595 - Special Topics in Elementary Education

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated. Sections may be offered at an increased rate of fee assessment; refer to the Tuition and Fees page in the University Regulations sections of the Calendar.

EDSE 501 - Special Topics in Secondary Education

Content varies from year to year. Topics announced prior to registration period. The student's transcript carries a title descriptive of content. May be repeated. May include alternate delivery sections; may require payment of additional student instructional support fees. Refer to the Tuition and Fees page in the University Regulations section of the Calendar.

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