Overview

A persuasive collection that considers how centering the knowledge and perspectives of historically marginalized groups enriches K-12 history teaching and learning In Shifting the Lens in History Education, Maribel Santiago and Tadashi Dozono and a team of educational scholars call for history education that honors and respects the past and future agency of historically marginalized communities. This collection encourages history educators to extend their focus past conventional, inquiry-driven learning; to center the ways racially and ethnically marginalized communities preserve history; and to uphold Black, Latinx, Indigenous, Arab, and Asian American student knowledge in the classroom.   In these mind-expanding essays, contributors offer context and a theoretical framework for their proposed paradigm shift in social studies and history pedagogy. They invite educators to consider the full emotional complexity of humans throughout history to avoid teaching racialized emotions. And they demonstrate how non-traditional approaches to history such as storytelling, oral history, and testimonios, which are often linked to anticolonial practices, complicate dominant narratives and support both historical inquiry and healing.   Taken together, these essays show that approaches to history and ways of knowing practiced in historically marginalized communities are expansive, legitimate, community-oriented, and restorative. They call for educators committed to social justice to embrace racial and ethnic community knowledge in tandem with traditional, inquiry-driven history education to engage in more holistic, nuanced understandings of the past.

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9781682539644

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Reviews

""I can't wait to assign this compelling and well-conceptualized book to my teacher education courses. Through a series of excellent chapters mixing research, theory, and practicality, the authors highlight the possibilities of history education by challenging how the history discipline is defined, the methods of inquiry, the epistemic lineages and ask readers to critically reflect on their positionality. This is essential work that pushes teachers and teacher educators to think beyond state standards and the field's emphasis on literacy and skill-based instruction and to consider the experiences and knowledge a diverse student body brings to the history classroom.""--Stephanie van Hover, professor of social studies education, University of Virginia ""In these times when racial justice and intersectional education are under attack, Shifting the Lens in History Education pulls together leading scholars of color in social studies to offer a much-needed salve for the wounds perpetuated by white supremacy.""--Wayne Au, professor and dean, University of Washington Bothell School of Educational Studies, and coeditor of Teaching for Black Lives ""Santiago and Dozono add poignantly to a shift in the social studies away from stock stories and dominant narratives and instead offer complex and beautifully crafted understandings of story--the process of making and telling story that is attentive to power, voice, and disruption. This visceral body of work is a carefully orchestrated collection of Scholars of Color who stand in affirmation of their ancestorial roots and contemporary presence. Perhaps most impressive is that no joyous, emotional, spiritual, healing stone is left unturned in dismantling crippling narratives and mechanisms of curriculum while also embracing the onto-epistemic vantage points of our stories.""--Cinthia Salinas, Ruben E. Hinojosa Regents Professor in Education, The University of Texas at Austin

Author Information

Maribel Santiago is an associate professor of justice and teacher education at the University of Washington. She is also an affiliated faculty member in the department of American Ethnic Studies. Her research focuses on the teaching and learning of race/ethnicity in K–12 history. Tadashi Dozono is an associate professor of history/social science education at California State University Channel Islands. His research emphasizes accountability towards the experiences of marginalized students by examining the production of knowledge in high school social studies classrooms. He is the author of Discipline Problems: How Students of Color Trouble Whiteness in Schools.

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