The Use of Historial Inquiry Practice to Support a Critical Inquiry of Capitalism

• In Event: 14.034 - Teachers: Sources of Resistance, Sources of Support?

Abstract

The findings reported in this paper illuminate how a middle school social studies teacher experienced opportunities and constraints while using primary and secondary historical sources to teach a critical inquiry unit on the U.S. economic system. Data analyzed for this paper include four weeks of classroom observations, three interviews, three focus groups and planning and teaching documents from one curriculum unit. Using second generation activity theory as a theoretical and analytical framework, the study offers empirical evidence of opportunities and constraints within this activity system, including how historical documents can serve important purposes in social justice-oriented economic inquiry but also how school and community context impacts can constrain such practice.

Author

• Jennifer Lynn Gallagher, East Carolina University