Building Teacher Content Knowledge and Pedagogy via Critical Historical Inquiry

• In Event: Critical Histories and Racial Consciousness: Exploring Power, Pedagogy, and Representation in Social Studies Education

Abstract

In this study, we examined pre-service teachers' ways of describing state/local history before and after engaging with diverse histories and identities. Themes from this multiyear study illuminate ways the predominately white teacher education students conceptualized their own identities, described [state] history, and used a new localized history e-book in lessons with 4th graders. During a time of politicized debates about social studies instruction in the United States, this project offers a window into ways future educators in this moment describe regional histories and engage in critical historical inquiry with youth.

Authors

• Rebekka Boysen-Taylor, University of Idaho

• Brooke Blevins, University of Idaho