Culturally Sustaining Disciplinary History Instruction: Teachers Exploring a Possibility Through Practice

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

Abstract

Since Wineburg (1999) suggested that history is an act of reasoning rather than remembering, historical thinking (or disciplinary history) has become a widely accepted and practiced vision for history instruction in the United States. Yet evidence suggests that this has not contributed to greater student learning or investment. Some scholars have pointed to a need for culturally sustaining pedagogy in history classrooms, but a vision for such a pedagogy remains unarticulated. This study involves a group of high school teachers in an inquiry aimed at developing both their own learning and knowledge for the field about the practices of culturally sustaining disciplinary history pedagogy. Findings include concrete practices and other insights.

Author

• Brenda Santos, Brown University