Historical Inquiry to Challenge the Narrative of Racial Progress

Autor/in	Santiago, Maribel
Titel	Historical Inquiry to Challenge the Narrative of Racial Progress
Quelle	In: Cognition and Instruction, 37 (2019) 1, S.93-117 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santiago, Maribel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2018.1539734
Schlagwörter	History Instruction; Inquiry; Racial Bias; Curriculum; Mexican Americans; Hispanic American Students; School Segregation; Racial Identification; United States History; Educational History; Court Litigation; Teaching Methods; Grade 11; High School Students; Consciousness Raising; California + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Racial discrimination; Rassismus; Curricula; Lehrplan; Rahmenplan; Hispanoamerikaner; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; History of education; Bildungsgeschichte; Rechtsstreit; Teaching method; Lehrmethode; Unterrichtsmethode; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Oberschule; Bewusstseinsbildung; Kalifornien
Abstract	This article explores how a curricular intervention that merges antiessentialist historical content and historical inquiry plays a role in how students complicate the narrative of racial progress. The 3-day curricular intervention centers on "Mendez v. Westminster," a case about 1940s Mexican American school segregation. The content and historical inquiry activities explore how (a) Mexican Americans claimed legal Whiteness to gain access to better schools and (b) how "Mendez" upheld race and language-based segregation. This article outlines how students engage in 4 levels of historical analysis: evidenceless claims, emerging complexity, relational analysis, and multidimensionality. In each type of analysis, students use the antiessentialist historical content to complicate the narrative of racial progress. They highlight, to different degrees, how racial discriminatory policies adapt to continue upholding discrimination. With the antiessentialist historical content in place, the narrative of racial progress functioned as a template, not to emulate but, rather, as a point of comparison. It encouraged students to engage in a complex analysis where they considered how "Mendez" was an incomplete victory. This research provides insight into levels of analysis that up to now have mostly been theoretical. The larger lesson here, as it applies to how educators teach history, is that (a) the experiences of people of color cannot be essentialized, (b) inquiry can be a useful tool in encouraging historical reasoning that considers such racial/ethnic nuance, and (c) collective memory might be leveraged to encourage students to develop such relational analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01