Shifting the Lens in History Education
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A01=Maribel Santiago
A01=Tadashi Dozono
accountability
Author_Maribel Santiago
Author_Tadashi Dozono
Black history
Black joy
Black rage
Category=JNB
Category=JNFK
Category=JNU
Category=YPJH
Category=YPJJ
cultural studies
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
ethnic identity
healing
historical inquiry
historical thinking
history pedagogy
indigenous presence
Latinx history
marginalized students
Native American history
oral history
Palestine
Palestinian history
Pinxy history
queer theory
racial identity
racialized emotions
social studies
spiritual practice
student knowledge
students of color
testimonios
ways of knowing
Product details
- ISBN 9781682539644
- Dimensions: 152 x 229mm
- Publication Date: 30 Apr 2025
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Paperback
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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.
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.
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.
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.
