Exploring Disjunctures in Historical Analysis and Practice: Supporting Teachers in Understanding a More Complex Historiography

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Promising Practices in Social Studies Teaching and Learning (Table 20)

Abstract

In this research project, we developed and studied a model designed to explore how teachers understand and apply analytical historical disjunctures and the tools of historiography. We find several factors that limit more critical and complex forms of historical analysis that can improve teacher practice/praxis. Even excellent teachers often struggle to understand and incorporate the violence of the archives. Pedagogically they demonstrate a limited focus on historical genealogy and rarely ensure students engage with ideas of tension and critique despite their critical pedagogical content knowledge. Further, they rarely deeply or explicitly consider scale but these factors do impact their historical approaches and analyses.

Authors

• Liz Harrelson Magill, Baylor University

• Kevin R. Magill, Baylor University