Introduction

Epstein, Terrie; Peck, Carla L.

doi:10.4324/9781315203591-1

Cited by 17 publications

(24 citation statements)

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“…Terrie Epstein and Carla L. Peck (2017) use the term difficult histories to denote the type of violence dominant groups enact on marginalized ones. They argue that any period of violence or bloodshed that causes emotional pain or trauma can be a difficult history.…”

Section: Difficult Histories In Educationmentioning

confidence: 99%

What makes difficult history difficult?

Gross¹,

Terra²

2018

Phi Delta Kappan

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All modern nation-states have periods of difficult history that teachers fail to address or address inadequately. The authors present a framework for defining difficult histories and understanding what makes them difficult. These events 1) are central to a nation’s history, 2) contradict accepted histories or values, 3) connect with present problems, 4) involve violence enacted by the state or large groups of citizens, and 5) create disequilibria that require changes to historical understandings that may carry a personal or social cost.

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Section: Difficult Histories In Educationmentioning

confidence: 99%

What makes difficult history difficult?

Gross¹,

Terra²

2018

Phi Delta Kappan

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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%

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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“…Estas investigaciones han relevado la elaboración del recuerdo como un proceso altamente disputado y negociado en la esfera pública impulsado por la necesidad -especialmente en las generaciones más jóvenes-de crear un pasado utilizable (WERTSCH, 2002) destacando la organización de la memoria a través de recursos textuales como narraciones que dan forma al pasado (WERTSCH, 2008), y el rol mediador de sentido que éste ejerce en el presente, como parte de la orientación cultural de la vida actual (RÜSEN, 2007). Estas categorías se han vuelto también, referencias relevantes para el campo de la investigación y enseñanza de la historia, al vincular en sus distintas modalidades, la identidad y la construcción de subjetividades sociales y políticas (EPSTEIN, 2016;EPSTEIN;PECK, 2017;HERRERA;PERTUZ BEDOYA, 2016).…”

Section: Introductionunclassified

Narrativas históricas de jóvenes e historia reciente en Chile: aproximaciones deshistorizadas, fragmentadas y polarizadas en la escuela pública

Soto

Calderón

2023

TempArg

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Este artículo presenta los resultados de una investigación sobre las configuraciones de la memoria en estudiantes de enseñanza media de la ciudad de Valparaíso. Las concepciones de la historia, la memoria y las narrativas históricas de los conflictos políticos en la historia reciente de Chile (1965-2017) fueron abordadas a través de una metodología de estudio de casos y grupos focales en los que participaron estudiantes de cinco escuelas públicas que terminan su educación secundaria. El análisis discursivo de las elaboraciones de memoria muestra patrones narrativos históricos sobre el pasado reciente conformados por visiones deshistorizadas, fragmentadas, polarizadas y románticas de la historia, fuertemente influenciadas por el poder, las desigualdades y la memoria popular. En la parte final, reflexionamos sobre la incidencia de estas configuraciones narrativas en la relación con el pasado en las nuevas generaciones y sus efectos en sus disposiciones políticas. Palabras clave: historia reciente; memoria; patrones narrativos; jóvenes.

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Introduction

Cited by 17 publications

References 0 publications

What makes difficult history difficult?

What makes difficult history difficult?

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

Narrativas históricas de jóvenes e historia reciente en Chile: aproximaciones deshistorizadas, fragmentadas y polarizadas en la escuela pública

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