Critical Historical Inquiry: A Review of Researcher Frameworks

• In Event: Critical Historical Inquiry: Personal, Pedagogical, and Methodological Explorations

Abstract

This paper discusses the findings from a literature review project focused on critical historical inquiry (CHI). We reviewed classroom-based CHI studies appearing between 2000-2020. In this paper we address the following: What conceptual lenses and normative priorities did researchers of CHI bring to their work? Researcher frameworks are highly relevant to decisions and interpretations of field-based data. We found that critical theory played a significant role in regards to pedagogy, historiography, and analyses of empirical data. The teaching practices that emerged as most important to these researchers were: challenging students’ perspectives, using affect to engage students, and a concern for how students connect the past to the present and future through civic engagement.

Authors

• Gabriel Aaron Reich, Virginia Commonwealth University

• Hillary Parkhouse, Virginia Commonwealth University

• Rory Shaw Dunn, Virginia Commonwealth University