Exploring third-grade students’ historical distancing strategies throughout an inquiry on African American history

Hughes, Ryan E.

doi:10.1016/j.linged.2021.100995

Cited by 3 publications

(6 citation statements)

References 39 publications

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“…Klein revealed that white readers engaged in differing enactments of historical distancing – how they situate themselves in relation to the events described – based on the source material. Hughes (2021) findings demonstrated that white elementary students used distancing also, but as with Klein, its use seemed to vary across contexts and sources.…”

Section: Introductionmentioning

confidence: 80%

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Reading the Tulsa Race Massacre: a study exploring a white reader’s shifts in stance across genres of historical text

Bene,

Robillard

2023

ETPC

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Purpose Using a discourse analytic approach, the purpose of this paper is to examine how genre impacts white readers when reading about historic acts of racial violence. Specifically, this study explores one white high school student’s stance-taking as she read an informational text and an eyewitness narrative about the Tulsa Race Massacre. Design/methodology/approach This study used discourse analysis (Gee, 1999) and the think-aloud method (Pressley and Afflerbach, 1996) to explore the white student’s interactions with genres of historical texts. The authors coupled iterative coding and memoing with discourse analysis to analyze the stances she adopted while reading. Findings The findings illustrate that the informational text allowed for a distancing from the racialized violence in the text, whereas the narrative created an opportunity for more connection to those who experienced the violence. Originality/value While genre and reader response has long been explored in English Education research, little research has examined the impact of genre on reading historical texts. This study demonstrates the influence that genre may have on white readers’ emotional responses and stance-taking practices when reading about historic acts of racial violence.

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Section: Introductionmentioning

confidence: 80%

“…One possibility is to change the kinds of texts in which white students encounter racialized histories (Hughes, 2021; Klein, 2016). Klein revealed that white readers engaged in differing enactments of historical distancing – how they situate themselves in relation to the events described – based on the source material.…”

Section: Introductionmentioning

confidence: 99%

Reading the Tulsa Race Massacre: a study exploring a white reader’s shifts in stance across genres of historical text

Bene,

Robillard

2023

ETPC

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“…Reviews indicate a diverse, difficult history in many regions around the globe. In the United States, the difficult histories are as follows: slavery (Demoiny & Tirado, 2023;Hughes, 2022;Moffa, 2022); the Holocaust (Gross, 2017;Gross & Kelman, 2017;Harris et al, 2019); World War II (Gross & Kelman, 2017); Japanese American incarceration (Rodríguez, 2020); and issues related to racial sentiment, including school desegregation (Hughes, 2021;Suh et al, 2021).…”

Section: E Difficult History Contentmentioning

confidence: 99%

“…is review reveals that teachers oen use inquiry-based learning in teaching difficult history (Hughes, 2021(Hughes, , 2022Suh et al, 2021). Inquirybased learning is recommended for teaching about racial oppression.…”

Section: Pedagogical Approaches To Teaching Difficult Historymentioning

confidence: 99%

“…Also, limited mentorship, disinterested students, and racial tensions hinder academic success (Gross & Kelman, 2017). Furthermore, a lack of interest leads to reluctance to teach difficult history fields (Hughes, 2021). ese challenges highlight the need for teachers to navigate the sensitive nature of difficult histories and find appropriate ways to engage students in learning about these important aspects of history.…”

Section: Teacher Challenges In Learning Difficult Historymentioning

confidence: 99%

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Unraveling the Threads of Difficult History in the Classroom: A Systematic Literature Review

Ahmad,

Mulyana,

Darmawan

et al. 2024

Hist Stud J

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This systematic literature review aims to comprehensively examine and synthesize existing research on teaching difficult history in the classroom. Difficult history includes emotionally charged, controversial, or challenging topics for educators and students. Twenty-three publications from the Scopus database from 2014-2023 were selected for review using PRISMA 2020 guidelines. Then, four research questions were used to guide the review and analysis centered on difficult history content, pedagogical approaches, teachers’ challenges to offering a comprehensive understanding of difficult history learning in schools, and the impact of difficult history on students. Reviews reveal that scholars are increasingly interested in studying difficult historical topics and highlighting dark events in various regions worldwide. Teaching difficult history requires multiple pedagogical approaches, including affective learning, experiential learning, and inquiry-based learning. Teaching difficult history contributes to empathy, critical thinking skills, and historical consciousness to encourage students to connect past events to present-day issues.Reviu literatur sistematis ini bertujuan untuk mengkaji secara komprehensif dan mensintesis penelitian yang ada tentang pengajaran sejarah pelik (difficult history) di kelas. Sejarah yang sulit mencakup topik-topik yang bermuatan emosional, kontroversial, atau menantang bagi pendidik dan siswa. Dua puluh tiga publikasi dari database Scopus pada tahun 2014-2023 dipilih untuk ditinjau menggunakan pedoman PRISMA 2020. Reviu dan analisis dipandu oleh empat pertanyaan penelitian, yang berpusat pada konten sejarah pelik, pendekatan pembelajaran, tantangan guru pada pembelajaran sejarah pelik di sekolah, dan dampak sejarah pelik pada siswa. Reviu mengungkap bahwa para sarjana semakin tertarik untuk mempelajari topik-topik sejarah yang pelik, serta menyoroti beragam peristiwa kelam di berbagai wilayah di seluruh dunia. Mengajarkan sejarah pelik memerlukan berbagai pendekatan pedagogi, termasuk pembelajaran afektif (affective learning), pembelajaran berdasarkan pengalaman (experiential learning), dan pembelajaran berbasis inkuiri. Mengajarkan sejarah pelik berkontribusi pada empati, keterampilan berpikir kritis, dan kesadaran sejarah untuk mendorong siswa menghubungkan peristiwa masa lalu dengan isu-isu masa kini.

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Learning to ask their own questions: How elementary students develop social studies inquiry questions

Hughes

Marhatta

2023

Teaching and Teacher Education

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Exploring third-grade students’ historical distancing strategies throughout an inquiry on African American history

Cited by 3 publications

References 39 publications

Reading the Tulsa Race Massacre: a study exploring a white reader’s shifts in stance across genres of historical text

Reading the Tulsa Race Massacre: a study exploring a white reader’s shifts in stance across genres of historical text

Unraveling the Threads of Difficult History in the Classroom: A Systematic Literature Review

Learning to ask their own questions: How elementary students develop social studies inquiry questions

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