Understanding, Examining, and Challenging "Public Displays of History": Preservice Teacher Perceptions, a Case Study

• In Event: 43.079 - Sheraton Roundtable Session Six - Grand Centre
  In Roundtable Session: 43.079-9 - Experiencing the Social Studies

Abstract

This study examines how preservice social studies teachers (n=50) conceptualize debates regarding Public Displays of History (PDH) such as monuments and building names. Participants describe PDH as important venues for learning history but view them as incomplete, often biased, sources of information. When determining whether they should be altered or removed, participants stress original overt and tacit intent, current interpretation, broad societal values and whether alteration or removal changes understanding of the subject of the PDH. Some PDH are described as ineligible for alteration or removal because of their importance to society. Participants view classrooms as appropriate places for students to engage in debate regarding PDH. Implications for classroom practice and future research are discussed.

Authors

• Benjamin R Wellenreiter, Illinois State University

• Monica Cousins Noraian, Illinois State University