Centering Students' Racialized Experiences: Shifting Paradigms in History Education

Session Type: Symposium

Abstract

This symposium reconceptualizes disciplinary learning in history classrooms by centering forms of knowledge from racially/ethnically marginalized communities. Conventional approaches to history pedagogy do not explicitly address race/ethnicity, and yet increasingly teacher credential programs require future teachers to skillfully incorporate students’ sociocultural backgrounds and experiences. Each panelist introduces a distinct approach in history pedagogy which shifts the paradigm toward centering student experiences. The symposium brings together a range of knowledges from spiritual knowledge to storytelling. The goal of the symposium is to challenge the history education field to expand what is considered a legitimate form of knowledge. In doing so the panelists encourage educators and educator researchers to center students’ racialized experiences and knowledges.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 1: Cultural Inquiry in Curriculum Studies

Chair

• Maribel Santiago, University of Washington

Papers

• Moving Asian American Narratives From the Periphery to the Center of History Education - Sohyun An, Kennesaw State University

• Reclaiming Latinx Blackness: Everyday Afro-Indigenous Spiritual Practice as History Pedagogy - Eliana Castro, University of Vermont; Krista L. Cortes, University of Pennsylvania

• Embracing a Pedagogy of Palestinian (Her)Storytelling in History Education - Muna Saleh, Concordia University - Edmonton

• Teaching Desires-Based Indigenous Histories in the College Classroom - Meredith L. McCoy, Carleton College

• Testimonio as Healing Praxis in Social Studies Classrooms - Yianella M. Blanco, University of California - Davis

Discussant

• Tadashi Dozono, California State University - Channel Islands