Enacting Critical Historical Thinking: A Continuum of Possibilities

• In Event: Teachers’ and Students’ Beliefs and Understandings About History: Toward a Critical Engagement With the Past

Abstract

This multiple qualitative case study explored the various bodies of knowledge that influenced two history teachers’ conceptualizations and use of historical thinking to include an explicitly critical and conscious examination of the dominant narratives found within the official social studies curriculum. Findings indicate that teachers’ curricular and pedagogical decisions, particularly in regards to their use of critical historical thinking, are shaped by a composite of experiences that were gathered from family, community, personal schooling and learning experiences, a familiarity with the heritage curricula, and an understanding of subjugated histories that could be used to counter marginalizing historical narratives. In framing critical historical thinking, we also describe the importance of teachers’ critical content consciousness as well as their historical positionalities.

Authors

• Brooke Blevins, Baylor University

• Cinthia S. Salinas, The University of Texas - Austin