Diversifying and Localizing Narratives of Idaho Through Critical Historical Inquiry

• In Event: Data and Discourse: Diverse Approaches to Analyzing Teachers’ Work in History

Abstract

In this study, two social studies teacher educators and an academic librarian at a rural land grant institution examined rural pre-service teachers' ways of describing state/local history before and after engaging with a digital history e-book of primary sources representing diverse [state] histories and identities. Themes from the data illuminate ways the predominately white teacher education students conceptualized their own identities, described [state] history, and responded to the new localized history e-book in their social studies methods course. During a time of contentious and politicized debates in the United States, this study offers a window into how future educators in our region understand and describe regional and local histories and engage in planning for critical historical inquiry with youth.

Authors

• Rebekka Boysen-Taylor, University of Idaho

• Brooke Blevins, University of Idaho