Teaching anti-essentialist historical inquiry
Bibliographic Data
| ID | 11595136 |
|---|---|
| Authors | Myrna Santiago (0000-0002-4701-3445, Teacher Education, Michigan State University, East Lansing, MI, USA, corresponding author), Eliana Castro (0000-0002-6694-5993, Teacher Education, Michigan State University, East Lansing, MI, USA) |
| Year | 2019 |
| Volume | 110 |
| Issue | 4 |
| Pages | 170-179 |
| Publication date | 2019-05-13 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Social Studies (BOOK_SERIES) |
| Journal identifiers | ISSN: 0037-7996 • E-ISSN: 2152-405X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00377996.2019.1600463 |
| OpenAlex | W2946057464 |
| Language | EN |
| Citations received | 10 |
| References cited | 31 |
A narrative of racial progress abounds in U.S. history, making it difficult for teachers to present complex interpretations of racial/ethnic discrimination. Historical complexity challenges such simplistic notions of race/ethnicity and encourages critical thinking. Adding anti-essentialist historical content about Latinx communities is one way to complicate perceptions of race relations in the United States. When combined with historical inquiry, or the act of “doing” history, anti-essentialist historical content can help students articulate a more complex understanding of history. Studying Mendez v. Westminster, a 1940s California case about Mexican American desegregation, offers an opportunity for educators to leverage these historical and racial/ethnic complexities. Specifically, we highlight how to (1) provide background on the historical and racial/ethnic context of the 1940s, (2) highlight Mexican Americans’ racial/ethnic and language complexity, and (3) use historical inquiry to expose the multidimensionality of Mexican American discrimination
Desegregation · Epistemology · Essentialism · Ethnic group · Historical Thinking · Narrative · Pedagogy · Political science · Social science · Sociology · Anthropology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Gender Studies · Innovative Teaching Methodologies in Social Sciences · Law
“All Enemies, Foreign and Domestic”
Teaching Racial History
Race and the Evidence of Experience
It’s like there is a veil placed over racial issues”
What is the word “difficult” doing in social studies research
Feeling fear as power and oppression
Aspiring nepantleras
They created segregation with the economy”
There’s no way we can teach all of this”
Looking, listening, leaning into the insights of youth
A People's History of the United States
“It Wasn't a Good Part of History”
Mind as Action
Manifest Destinies
Who Needs Multicultural Education? White Students, U.S. History, and the Construction of a Usable Past
The Color of America Has Changed
How Race Is Made in America
Theorizing Historical Consciousness
Teaching History for the Common Good
Reading Like a Historian
Historical Thinking and other Unnatural Acts
Historical problem solving
Critical Historical Thinking
Teaching racial literacy in secondary humanities classrooms
Teaching the Skill of Contextualizing in History
Race and Histories
Erasing Differences for the Sake of Inclusion
Brown, Not White
A Place for Stories
The Color of Supremacy
The Community of Inquiry as a Basis for Knowledge and Learning
Whose America
Critical race theory
Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework
Collective Memory and Narrative Templates
| Unique citing works | 10 |
|---|---|
| Citations per year | 2 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |