I am excited to announce that this December 25th, Kaylene Stevens and my new book "Teaching History for Justice: Centering Activism in Students' Study of the Past" will be released from Teachers College Press. We hope this book challenges the field to center justice in the teaching of history and offer practicing teachers several vignettes of what this type of pedagogy could look like in practice. We also co-wrote several chapters with four excellent classroom teachers and elementary teacher educators.
You can order the book here: https://www.tcpress.com/teaching-history-for-justice-9780807764749
Here is the summary from the publisher:
Learn how to enact justice-oriented pedagogy and foster students’ critical engagement in today’s history classroom. Over the past 2 decades, various scholars have rightfully argued that we need to teach students to “think like a historian” or “think like a democratic citizen.” In this book, the authors advocate for cultivating activist thinking in the history classroom. Teachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society. The first section examines the theoretical and research foundation for “thinking like an activist” and outlines three related pedagogical concepts: social inquiry, critical multiculturalism, and transformative democratic citizenship. The second section presents vignettes based on the authors’ studies of elementary, middle, and high school history teachers who engage in justice-oriented teaching practices.
Book Features:
- Outlines key components of justice-oriented history pedagogy for the history and social studies K–12 classroom.
- Advocates for students to develop “thinking like an activist” in their approach to studying the past.
- Contains research-based vignettes of four imagined teachers, providing examples of what teaching history for justice can look like in practice.
- Includes descriptions of typical units of study in the discipline of history and how they can be reimagined to help students learn about movements and social change.
Chapters:
1. Centering Justice in Students’ Study of the Past 1
Why Do We Need to Teach History for Justice? 2
Where Does Teaching History for Justice Originate? 8
How Do We Teach History for Justice? 11
Conclusion 15
2. Thinking Like an Activist 16
Approaches to History Education 19
Types of Thinking in History 20
Using Activist Theories to Understand History 24
Thinking Like an Activist Classroom Tool 30
3. Social Inquiry 32
Making Inquiries Social 33
Inquiries Through a Historical Thinking Lens 34
Inquiries Through a Democratic Citizenship Lens 35
Inquiries Through a Justice Lens 35
4. Critical Multiculturalism 41
(with Taylor Collins, Framingham Public Schools)
Making the Curriculum Multicultural and Critical 43
Critical Multiculturalism in Action 50
5. Transformative Democratic Citizenship 56
Studying a Political, but Nonpartisan, History 59
Studying a Political History That is Democratic and Multicultural 62
Transformative Democratic Citizenship in Action 67
6. U.S. History at the High School Level: Ms. María Lopez 73
History for Justice in the U.S. History Classroom 74
Ms. María Lopez’s High School U.S. History Classroom 75
7. World History at the High School Level: Mr. Tom Kulig 90
(with Maria R. Sequenzia, Framingham Public Schools)
History for Justice in the World History Classroom 91
Mr. Tom Kulig’s High School World History Classroom 93
8. Ancient World History at the Middle Level: Ms. Joyce Smith 105
(with Neema Avashia, Boston Public Schools)
History for Justice in the Ancient History Classroom 107
Ms. Joyce Smith’s Middle School Ancient History Classroom 108
9. State and Local History at the Elementary Level: Mr. Frank Hashimoto 120
(with Jennifer R. Bryson, Boston University)
History for Justice in the State and Local History Classroom 122
Mr. Hashimoto’s Elementary School State and Local History Classroom 124
10. Overcoming Barriers 132
Overcoming the Barriers to History for Justice 133
Conclusion 140
Reviews:
“Martell and Stevens offer an original and compelling framework for
teaching history for social justice in the United States. Drawing on
theories and practices of social activism, the authors argue that a
critical approach to history education informed by social activism can
enable students to understand how past social movements have led to
greater justice in the present, and how a critical activist orientation
can empower students in the present to promote social justice today and
in the future. By including multiple examples of history teachers in
diverse settings and at different grade levels who have enacted
activist-oriented approaches, the book is among the most important and
relevant resources for teaching and learning history during politically
contentious times.”
—Terrie Epstein, chair and professor of education, Hunter College, City University of New York
—Alexander Cuenca, assistant professor, Indiana University
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