Teaching Historical Injustice: A Qualitative Study on Different Approaches for Engaging the Difficult Past

• In Event: Teaching History for Justice

Abstract

This paper examines the findings of a qualitative study that focused on two 9th Grade social studies classrooms learning about historical injustices. It discusses the teacher’s rationale, pedagogical choices and classroom activities used. Taking a comparative case study approach, data sources included multiple semi-structured interviews with teachers and students, artifact collection, and field notes from six weeks of classroom observations. Findings demonstrate that the teacher’s rationale and objectives emphasized a social justice orientation in which direct lessons were made to contemporary injustices. The findings also show how different approaches to teaching difficult histories present specific challenges and opportunities. This paper has significant implications for teachers and researchers grappling with what the roles, objectives, and methods for teaching past injustices.

Author

• James Miles, Teachers College, Columbia University