Pedagogy of Resistance: Narrative Inquiry and Historical Thinking in Social Studies

• In Event: Reclaiming the Past to Reimagine Education

Abstract

This conceptual study explores the intersection of historical thinking, critical pedagogy, and the development of narrative inquiry in social studies education. Focusing on historically maginalized students, namely emergent bilinguals, the project draws on Culturally Sustaining Pedagogy and critical curriculum theory to foster a deeper understanding of students' historical positioning within systems of power and inequality. By utilizing narrative as a tool for both expression and critical engagement, this project empowers students to question dominant ideological narratives and recognize the historical specificity of values, practices, and social structures. Rooted in Dewey’s concept of inquiry and Jameson’s cognitive mapping, the project aims to challenge harmful, uncritical patriotism in contemporary education and emphasize the importance of historical thinking for a more inclusive, intersectional approach to justice. Ultimately, the proposal seeks to cultivate active, engaged citizens capable of critically navigating the complexities of race, identity, and democracy in the context of contemporary social studies education.

Author

• Sepideh Yasrebi, University of New Mexico