Introduction

Gross, Magdalena H.; Terra, Luke

doi:10.4324/9781315110646-1

Cited by 8 publications

(10 citation statements)

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“…The goals of this study were investigating the 23 secondary history and social studies teachers’ patterns of planning and inferring the possibilities and challenges teachers face in planning to teach difficult histories. During the past several years, teaching difficult histories has been increasingly mentioned as an important agenda for research and teaching in the field of history and social studies education (Epstein & Peck, 2017; Gross & Terra, 2019; Stoddard et al, 2017; van Boxtel et al, 2016). This study expands the current literature by using lesson plans as a window to look into their practices and documenting in-service teacher learning in teaching difficult histories in the context of professional development.…”

Section: Discussionmentioning

confidence: 99%

“…This exploratory study 1 investigates the ways in which secondary U.S. history teachers who attended a teacher professional development workshop, focusing on the history of school desegregation in Virginia, planned to teach the history of school desegregation. This article pays specific attention to the Supreme Court's Brown v. Board of Education decision and the history of school desegregation, under the umbrella of “difficult history” (Epstein & Peck, 2017; Gross & Terra, 2019), a historical narrative that: a) “incorporates contested, painful and/or violent events into regional, national or global accounts of the past” (Epstein & Peck, 2017, p. 1); b) creates a sense of recognition between those studying the history and those represented, as people's identities are shaped by collective memories (Wertsch, 2002); and c) can evoke intellectual, moral and emotional responses because of a person's sense of identity (Britzman, 1998; Zembylas, 2017).…”

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confidence: 99%

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Planning to teach difficult history through historical inquiry: The case of school desegregation

Suh

Daugherity

Hartsfield

2021

The Journal of Social Studies Research

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This exploratory study investigates the ways in which secondary U.S. history teachers who attended two iterations of a teacher professional development workshop, focusing on the history of school desegregation in Virginia, planned to teach the history of school desegregation through historical inquiry. Conceptualizing the history of school desegregation as difficult history, the authors conducted the content analysis of 23 written lesson plans generated by workshop participants. The historiography of school desegregation, and research on four dimensions of historical inquiry such as Change and Continuity, Causation, Multiple Perspectives and Historical Sources, guided the data analysis. The findings suggest that teachers in this study were most likely to design their inquiry around Causation, framing the history of school desegregation within the classical timeline of the Civil Rights Movement, which begins with the Brown v. Board of Education decision (1954) and ends with the Civil Rights Act of 1968. What was often absent in these inquiries was Massive Resistance, the backlash against the Brown v. Board of Education decision, collective and political actions of African American communities to implement the Brown decision, and varying perspectives within African American communities as well as Whites who opposed the Brown decision. Implications for theory and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Planning to teach difficult history through historical inquiry: The case of school desegregation

Suh

Daugherity

Hartsfield

2021

The Journal of Social Studies Research

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“…Difficult knowledge , one of the original terms (Zembylas, 2014), refers to information that can be psychologically or emotionally traumatic based on individuals’ backgrounds or experiences. Difficult topics, including difficult history (Gross & Terra, 2018; Stoddard et al. , 2017), refers to topics that are discomforting, painful, or morally confusing.…”

Section: Conceptual Orientationmentioning

confidence: 99%

Partnering to support K-12 instruction of difficult topics through inquiry-based professional learning

Dvir,

Rutten,

Butville

et al. 2023

SUP

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PurposeMany K-12 teachers teach difficult topics as part of their curricula, and discussions of difficult topics are common across grade levels and content areas. As teachers increasingly engage with difficult topics in their classrooms, the need for high-quality professional learning experiences has also grown. In response, the purpose of this article is to introduce an emerging partnership between the Holocaust, Genocide and Human Rights Education Initiative at Penn State and the Red Lion Area School District (Red Lion, Pennsylvania), conceptualized from the outset with an explicit focus on intentionally engaging in collaborative, inquiry-based professional learning surrounding difficult topics in formalized curricula and within educational practice.Design/methodology/approachThe article briefly describes how the partners came together, then provides a high-level overview of how they approached their first year of collaboration. Next, the partners’ adaptation of inquiry-based professional learning is outlined. The article concludes by discussing lessons learned from the first year of partnering and implications for scholarship in the areas of school-university partnerships, inquiry-based professional learning, and difficult topics.FindingsThe article observes that it took educators participating in a difficult-topics inquiry community an entire year to begin shifting ownership of inquiry to K-12 students. It illustrates how school-university partnerships can be used to support difficult-topics inquiry and raises new questions about the role of difficult topics in partnership work.Originality/valueThe article contributes an original example to the literature that demonstrates how inquiry-based professional learning focused on difficult topics can provide a powerful basis for forming a school-university partnership.

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“…Identifying and describing are lower order cognitions that are associated with understanding (or factual knowledge) rather than more critical cognitions like analysing or evaluating (Mazano and Kendall, 2007) and highlight the promotion of “what is to be known” rather than “ways of knowing” (Figure 1). Porter's work goes on to describe the method of curriculum assessment, which is not the intent here: rather, Porter's framing of the difference between intended and enacted curriculum is useful in developing a model of how the history wars play out in secondary history classrooms when combined with Gross and Terras' description of “difficult histories”:Central to a nation's historyRefute broadly accepted versions of the past or purported national valuesConnect with questions or problems in the presentInvolve violence, usually collective or state-sanctionedCreate disequilibria that challenge existing historical understandings, partly as a result of the other four conditions (Gross and Terra, 2019). …”

Section: Conceptual Frameworkmentioning

confidence: 99%

The ABC of history education: a comparison of Australian, British and Canadian approaches to teaching national and First Nations histories

Bedford

2023

HER

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PurposeThis essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in settler-colonial nations, how this plays out in secondary history classrooms and the ramifications this may have on students' democratic dispositions.Design/methodology/approachThis article aims to compare secondary history curricula and pedagogies in Australia, Britain and Canada to better articulate and conceptualise the influence of the “history wars” over the teaching of national histories upon the intended and enacted curriculum and how this contributes to the formation of democratic dispositions within students. A conceptual model, drawing on the curriculum assessment of Porter (2006) and Gross and Terra's definition of “difficult pasts” has been developed and used as the basis for this comparison. This model highlights the competing influences of political pressure upon curriculum creation and disciplinary change shaping pedagogy, and the impact these forces may have upon students' experience.FindingsThe debate around what content students learn, and why, is fraught because it is a conversation about what each nation values and how they construct their own national identity(ies). This is particularly timely when the democratic self-identification of many nations is being challenged. The seditious conspiracy to storm the US Capitol on 6 January 2021, Orban's “illiberal democracy” in Hungary and the neo-Nazis in Melbourne, Australia are examples of the rise of anti-democratic sentiment globally. Thus, new consideration of how we teach national histories and the impact this has on the formation of democratic dispositions and skills is pressing.Originality/valueThe new articulation of a conceptual model for the impact of the history wars on education is an innovative synthesis of wide-ranging research on: the impacts of neoliberalism and cultural restorationism upon the development of intended curriculum; discipline-informed inquiry pedagogies used to enact the curriculum; and the teaching of national narratives as a political act. This comprehensive comparison of the ways in which history education in settler-colonial nations has developed over time provides new insight into the common elements of national history education, and the role this education can play in developing democratic dispositions.

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Introduction

Cited by 8 publications

References 0 publications

Planning to teach difficult history through historical inquiry: The case of school desegregation

Planning to teach difficult history through historical inquiry: The case of school desegregation

Partnering to support K-12 instruction of difficult topics through inquiry-based professional learning

The ABC of history education: a comparison of Australian, British and Canadian approaches to teaching national and First Nations histories

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