Difficult Histories and Teacher Education: A Systematic Review of the Literature

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Designing Curriculum and Instruction Within Contested Histories and Policies (Table 13)

Abstract

Ever present but accelerating conflict over state history standards, legislative measures to prohibit the teaching of “divisive concepts” such as racism and sexism, and scrutiny over the Advanced Placement African American Studies course demonstrate the current debate over whether difficult histories should be taught. However, largely absent in the public conversation is how educators can be prepared to teach difficult histories without causing or reproducing harm. This paper seeks to address this question through a systematic literature review. It is vital that education researchers focus their efforts on supporting educators who refuse to censor or whitewash the history they teach their students by offering research-based strategies for engaging students in this learning.

Author

• Tiferet Ani, University of Pennsylvania