“What is slavery?”: Third-grade students’ sensemaking about enslavement through historical inquiry

Hughes, Ryan E.

doi:10.1080/00933104.2021.1927921

Cited by 5 publications

(5 citation statements)

References 63 publications

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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%

“…Inquirybased learning is recommended for teaching about racial oppression. For instance, scholars use the historical inquiry method to delve into African American history (Hughes, 2022). When using this approach, teachers must plan well.…”

Section: Pedagogical Approaches To Teaching Difficult Historymentioning

confidence: 99%

“…ere is a strong correlation between empathy and difficult history (Goldberg, 2017;Goldberg et al, 2019;Harrison et al, 2022;Tribukait, 2021). It is also related to historical consciousness to encourage students to connect past events with present-day issues and reflect on ongoing problems' contributions (Demoiny & Tirado, 2023;Gross, 2017;Hughes, 2021Hughes, , 2022Suh et al, 2021). Teaching difficult history is also relevant to enhancing critical thinking and civic engagement (Goldberg et al, 2019) and developing sensitivity, tolerance, and exposure to multiple perspectives (Honig & Porat, 2021).…”

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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Section: E Difficult History Contentmentioning

confidence: 99%

Section: Pedagogical Approaches To Teaching Difficult Historymentioning

confidence: 99%

Section: Pedagogical Approaches To Teaching Difficult Historymentioning

confidence: 99%

Section: Teacher Challenges In Learning Difficult Historymentioning

confidence: 99%

See 2 more Smart Citations

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

Ahmad,

Mulyana,

Darmawan

et al. 2024

Hist Stud J

View full text Add to dashboard Cite

show abstract

“…In this paradigm, teachers present seemingly neutral or objective social studies content where white perspectives dominate, and race/ism is deemphasized or omitted. Scholars have documented how white lenses and race-invisibility in the social studies curriculum work to maintain the racial status quo (Hughes, 2021; Chandler & Branscombe, 2015) and how this negatively impacts both students from communities of color (Woodson, 2017) and white students (Derman-Sparks & Ramsey, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Disrupting narratives of racial progress: Two preservice elementary teachers’ practices

Hughes

Marhatta

2022

The Journal of Social Studies Research

Self Cite

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This study examined the approaches used by two preservice elementary school teachers as they designed and taught antiracist social studies lessons about civil rights history during a community-based field experience. Using a theoretical framework of racial pedagogical content knowledge (RPCK), we identified three domains of RPCK needed to enact antiracist elementary social studies teaching and analyzed how these domains surfaced during lessons and interviews. Our cross-case analysis revealed that both preservice teachers struggled to balance presenting civil rights events as historically significant while also calling their legacy into question. However, the preservice teacher who fostered dialogic and student-centered discussions was ultimately more successful with antiracist teaching. We provide implications for supporting elementary school teachers in developing social studies lessons that embody antiracism and teach the long civil rights movement.

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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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“What is slavery?”: Third-grade students’ sensemaking about enslavement through historical inquiry

Cited by 5 publications

References 63 publications

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

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

Disrupting narratives of racial progress: Two preservice elementary teachers’ practices

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

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