"Common Sense" and Issues of Social Justice in History Education

Autor/in	Traille, Kay
Titel	"Common Sense" and Issues of Social Justice in History Education
Quelle	In: History Teacher, 56 (2023) 3, S.319-341 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	History Instruction; Social Justice; Race; Preservice Teacher Education; Knowledge Base for Teaching; Minority Group Students; Culturally Relevant Education; Decolonization; Inclusion; Equal Education + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Soziale Gerechtigkeit; Rasse; Abstammung; Lehramtsstudiengang; Lehrerausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Dekolonisation; Entkolonialisierung; Inklusion
Abstract	"Isn't this just common sense? I don't see the point of having to read this," a student in a pre-service introductory methods class groaned. In another class, a student questioned why so much space in an article was devoted to race, stating that it seemed unnecessary and was "common sense." While the pre-service teachers recognized the value of readings that help students think critically, conduct historical inquiry, and become informed citizens, they struggled with the concept of social justice, particularly when it came to race-related issues. From their unnoticed privileged positions, they failed to recognize that their perspectives were socially constructed, and what they viewed as "common sense" was not universal. At the end of class, a student asked, "What can I do?" This article attempts to answer such questions. Central to the author's argument are the issues of effective pedagogical knowledge and practice. By centering and infusing inclusive materials and alternative narratives in history teaching pedagogy, one can better address the needs of historically marginalized students, not only to enhance their historical consciousness, but also for the continued forming of good participatory democracy and social justice in society. The author starts with a brief outline of key pedagogical research on teaching history to historically marginalized students. Then, the author outlines why culturally relevant sustaining root narratives are essential for effective teaching of historically marginalized groups in terms of their historical consciousness. She also notes that our still-forming democracy may not be attractive to historically marginalized groups, and given recurring issues in history teaching assignments, she suggests that effective pedagogical practice is always linked to gaining self-awareness and community knowledge. Finally, the author reminds educators of research-based frameworks for learning, unlearning, and relearning histories, using easily accessible strategies to begin decolonizing curricula in ways that are beneficial and essential for inclusive and equitable classrooms. (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01