Critical Historical Thinking: When Official Narratives Collide With<i>Other</i>Narratives

Salinas, Cynthia S; Blevins, Brooke; Sullivan, Caroline C.

doi:10.1080/15210960.2012.646640

Cited by 54 publications

(29 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Whatever the official curriculum, however, teachers, certainly in the UK context can have some impact by the way in which they mediate the curriculum. It remains possible to include "outside perspectives on the national past of the country of residence" [40] and to introduce other narratives in order that they "collide" with and thereby "disrupt" the traditional history [41]. In this way, while excessive relativism should be avoided, history can move from being solely a search for truth towards also including "a search for perspective" [42].…”

Section: Conclusion: Developing the Research Agendamentioning

confidence: 99%

History and Super Diversity

Hawkey

2012

Education Sciences

View full text Add to dashboard Cite

Abstract:The article looks at the perspectives on history amongst adolescent children of different backgrounds living in inner-cities in England and builds on previous research in this area. The current article presents exploratory research which focuses on the views of particular groups of adolescents, namely those from long established settled immigrant communities; those from more recently arrived migrant and immigrant communities; and those from white indigenous communities. An inclusive, perspectival and dynamic approach towards history education is outlined and the underlying view of knowledge and implications for pedagogy of this approach discussed alongside comparisons with other approaches towards the subject. The exploratory work and analysis is used to generate a research agenda through which history for a super diverse society can be developed. Although the research was conducted in the English context, the issues it raises are pertinent elsewhere.

show abstract

Section: Conclusion: Developing the Research Agendamentioning

confidence: 99%

History and Super Diversity

Hawkey

2012

Education Sciences

View full text Add to dashboard Cite

show abstract

“…A potential limit of these discussions, however, is that they often fail to draw on testimonios to examine racial injustice from a critical perspective (Goldberg, Porat, & Schwarz, 2006;Vasquez, Brown, & Brown, 2012). In short, controversial discussions in the classroom may not challenge students enough to interrogate master narratives effectively (Barton & McCully, 2012;Goldberg, 2014;Salinas, Blevins, & Sullivan, 2012).…”

Section: Literature On Counter-narrativesmentioning

confidence: 99%

"They Can't Expect to be Treated Like Normal Americans so Soon": Reconceptualizing Latinx Immigrants in Social Studies Education

Vásquez

2018

jctp

View full text Add to dashboard Cite

This autoethnography examines the experiences of an assistant professor of elementary social studies methods at a predominantly White institution (PWI). Drawing on the Latina/o Critical Race Theory (LatCrit) methodology of testimonio, the assistant professor in this study, who self-identifies as Chicano, intentionally situates Latinx immigration counter-narratives as oppositional stories to the master narrative of "who belongs." Using a Critical Race Theory (CRT) framework for analysis, this paper argues that counter-narratives serve as necessary correctives for reconceptualizing racist, essentialist, and nativist master narratives. This paper shows how social studies education courses in teacher preparation programs (TEPs) can serve as sites for counter-hegemonic resistance to the master narratives that racialize and criminalize recent Latinx immigrants.

show abstract

“…Moreover, the "master narrative" of social studies curricula privileges the perspective of dominant groups. Although there are approaches to social studies that encourage students to think critically about dominant narratives (e.g., Salinas, Blevins, & Sullivan, 2012), this is not the norm (e.g., Cherryholmes, 1978;Cridland-Hughes & King, 2015b;Ladson-Billings, 2003).…”

Section: Reviewing the Literature On Civics And Bilingual Educationmentioning

confidence: 99%

“…In contrast, a culturally and linguistically relevant social studies education would invite students to engage in their own cultural and linguistic practices within "official" schooling experiences. Teachers can support this through pedagogical and curricular approaches that emphasize critical literacy, social justice, global studies, authentic intellectualism, critically conscious caring, and translanguaging (e.g., Jaffee, 2016;Romero, Arce, & Cammarota, 2009;Salinas, 2006;Salinas, Blevins, & Sullivan, 2012).…”

Section: Reviewing the Literature On Civics And Bilingual Educationmentioning

confidence: 99%

De los Derechos Humanos: Reimagining Civics in Bilingual & Bicultural Settings

Gibson

2016

The Social Studies

View full text Add to dashboard Cite

Dominant approaches to teaching social studies often marginalize bilingual and bicultural students. This is particularly troubling because the explicit goal of the social studies is to cultivate civic participation. Educational inequalities are thus tied to political inequalities. In light of this, this article shares a narrative case study of the author's own bilingual and bicultural approach to teaching middle school civics at a dual-language American school in Mexico. Through the illustration of a comparative civics curriculum that incorporates translanguaging practices, the author argues that embracing bilingualism and biculturalism in the social studies can lead to more expansive possibilities for justice-oriented civic education.

show abstract

Critical Historical Thinking: When Official Narratives Collide WithOtherNarratives

Cited by 54 publications

References 11 publications

History and Super Diversity

History and Super Diversity

"They Can't Expect to be Treated Like Normal Americans so Soon": Reconceptualizing Latinx Immigrants in Social Studies Education

De los Derechos Humanos: Reimagining Civics in Bilingual & Bicultural Settings

Contact Info

Product

Resources

About