History Teachers’ Understandings of Rightwing Movements and How to Teach Them

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 2
  In Roundtable Session: Skills and Strategies for Teaching History: Approaches and Considerations

Abstract

In this qualitative case study, researchers conducted think-aloud interviews with six social studies teachers to understand their schemata for the modern Right and related pedagogical ideas. The researchers found: (1) the teachers had a general schemata related to rightwing movements that was used to make sense of sources, as well as a general content knowledge related to rightwing figures, movements, and ideas, (2) the teachers generally relied on both disciplinary tools and critical tools in explaining how they would approach rightwing movements with their students, and (3) the teachers expressed concern and doubt over how (and whether) to broach documents that reinforced oppressive norms with students. Implications for teacher preparation and professional development are offered based on the findings.

Authors

• Rob Martinelle, Boston University

• Lightning Jay, Binghamton University - SUNY

• Christopher C. Martell, University of Massachusetts - Boston