Learning to Teach Difficult Histories: A Cultural-Historical Activity Theory Perspective

• In Event: Harrowing Histories: Teaching and Learning for an Engaged Citizenry

Abstract

This study investigates secondary humanities teachers' learning outcomes during and after the two teacher professional development (PD) programs on teaching difficult histories. Using Cultural-Historical Activity Theory (CHAT), it explores how teachers navigate the two activity systems, including inquiry-based PDs and local schools' practices. CHAT provides insights into challenges of teaching sensitive historical topics like genocide and slavery. Engeström's third-generation activity theory is used to examine learning and transformation within and between activity systems. Data collection includes interviews, lesson plans, and observations. Findings highlight teachers' adaptation of strategies and navigation of challenges while teaching difficult histories in their classrooms.

Authors

• Yonghee Suh, Old Dominion University

• Brian J. Daugherity, Virginia Commonwealth University

• Joanna K. Garner, Old Dominion University