Engaging historical thinking in an educational leadership history of higher education course

• In Event: We Did Not “Fall Out of a Coconut Tree”: Fostering Historical Thinking Within Higher Education Graduate Programs

Abstract

Context and Purpose

Attendees at the 2024 Republican National Convention waved signs reading “Mass Deportation Now” and shouted, “Send them back” (Wiggins, 2024). This anti-immigrant rhetoric echoes past governmental actions like the 1954 "Operation Wetback," which deported over a million undocumented immigrants through militarized enforcement and media hysteria (Hernández, 2006). While this illustrates the cyclical nature of anti-immigrant sentiment in America, it also underscores the importance of understanding and, teaching, historical events beyond memorizing dates and figures, and engaging critical historical thinking contextualizing and critiquing such events.

Given the growing skepticism toward higher education (Hall, 2023; Jones, 2024), it is crucial for faculty in educational leadership programs to approach historical topics through a lens of historical thinking that challenges students to ask not just "which history?" but "why study history at all?" (Wineburg, 1999, p. 490). Utilizing Weaver-Hightower’s (2008) ecological metaphor for educational policy analysis, this paper explores how a graduate course on higher education history and contemporary issues fostered historical thinking and critical analysis among future educational leaders.

Theoretical Framework

Weaver-Hightower’s (2008) policy ecology framework provides a conceptual lens for understanding educational policies, yet can aid in the study of historical events by going beyond key figures, dates, and organizations to include the interplay of "media, parent groups, religious groups…and all other persons or institutions that allow the process to work, no matter how insignificant their role may appear" (p. 155). Similarly, historical thinking (Wineburg, 1999) requires students to consider the demands and cultural contexts of the times in which historical events occurred, analyzing primary source evidence, investigating cause and consequence, and understanding the social, cultural, intellectual, and emotional settings that informed past actions.

Methods and Mode of Inquiry

A case study design (Merriam, 1998) was employed to understand the curricular experiences and the connections graduate students made to their professional practice. Semi-structured interviews, and document analysis of students’ final projects was the main source of data (Creswell & Guetterman, 2019; Creswell & Poth, 2018; Saldaña, 2021). Course syllabi supplemented data to draw connection to specific course concepts.

Pedagogical Impact and Preliminary Results

Drawing from the framework detailed above, the course adopted a historical thinking approach to its pedagogical development. It facilitated students’ critical analysis of primary sources, equipping them to navigate the complexities and ambiguities inherent in educational environments (Weick, 1976). Students were able to understand the "messiness" of educational organizations over time and draw connections between past and present issues. It also facilitated a type of historical interruption (Tupper, 2005) where students challenged dominant narratives and uncovered hidden histories that were never taught or quickly forgotten.

By fostering historical thinking, this course prepares future educational leaders to critically analyze historical contexts, challenge dominant narratives, and address contemporary issues with a nuanced understanding of the past. This approach is essential for promoting racial justice and equity in higher education, as it equips leaders with the tools to dismantle oppressive structures and create inclusive and equitable learning environments.

Author

• Kevin Bazner, Texas A&M University - Corpus Christi