Rethinking Historical Thinking

• In Event: 32.082 - Roundtable Session 11
  In Roundtable Session: 32.082-8 - Considering Multiple Accounts in and About History

Abstract

This paper draws on my dissertation to describe new methodological possibilities for research on the teaching of history. While many scholars have focused on “historical thinking skills” as a subject of inquiry, this paper argues that the use of teachers’ autobiographical reflections on their personal associations with the past deserves more attention. Such an approach honors teachers’ ambivalences, fears, hopes, and ambiguities toward the subject they teach and also elicits an interrogative and self-critical stance.

Author

• Stephanie Konle, University of North Carolina - Chapel Hill