History Is Critical: Addressing the False Dichotomy between Historical Inquiry and Criticality

Autor/inn/en	Santiago, Maribel; Dozono, Tadashi
Titel	History Is Critical: Addressing the False Dichotomy between Historical Inquiry and Criticality
Quelle	In: Theory and Research in Social Education, 50 (2022) 2, S.173-195 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santiago, Maribel) ORCID (Dozono, Tadashi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2022.2048426
Schlagwörter	Inquiry; History Instruction; Thinking Skills; Political Attitudes; Educational Research; Intellectual Disciplines; Disadvantaged; African Americans; Asian Americans; American Indians; Hispanic Americans; Indigenous Knowledge; Culturally Relevant Education; Social Justice; Minority Groups; Citizen Participation; Power Structure; Criticism + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Denkfähigkeit; Political attitude; Politische Einstellung; Bildungsforschung; Pädagogische Forschung; Geisteswissenschaften; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; American Indian; Indianer; Hispanic; Hispanoamerikaner; Soziale Gerechtigkeit; Ethnische Minderheit; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Kritik
Abstract	This article discusses the false dichotomy between criticality and historical inquiry. We argue that adding "critical" to "historical inquiry" can be interpreted as something distinct, instead of integral, to historical inquiry. It can normalize the idea that historical thinking is not critical, which, in turn, upholds the illusion that historical inquiry research is not inherently ideological or political. It inadvertently reifies a false dichotomy that silos historical inquiry scholarship into two camps: one that is deemed political because it directly engages in criticality and another that is deemed apolitical because it claims objectivity. We make three assertions: historical inquiry is already critical; history education research and critical scholarship share common commitments; and historical thinking should embrace the tension and other forms of knowledge as necessary to developing as a field. We conceptualize this tension as a space of possibility that repairs the marginalization of and centers Black, Indigenous, Latinx, and Asian American knowledge. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01